| The constructive learning team model for secondary mathematics teachers (CLTM) was created to provide students with learning opportunities and experiences that address deficiencies in oral and written communication, logical processes and analysis, mathematical operations, independent learning, teamwork, and technology utilization. This study addressed the effectiveness of the CLTM, whether using the constructive learning team model for secondary mathematics teachers affects mathematical performance of students on standardized and nonstandardized tests and the ways and settings in which students, who are instructed using the constructive learning team model for secondary mathematics teachers, exhibit the nonmathematical skills they will need as an employed or college-bound adult. The study was conducted in a rural high school. A concurrent embedded strategy with a quantitative quasi-experimental nonequivalent (i.e., pretest and posttest) control-group design (n = 39) along with qualitative participant observations (n = 19) and a focus group (n = 4) were employed. Quantitative data were analyzed using ANOVA. Qualitative data were analyzed using an inductive strategy. The results of the quantitative data showed significantly higher levels of achievement and partially higher levels of growth for students using the CLTM and inductive analysis. The results from the qualitative data indicated that students exhibited desired non-mathematical skills when they are subjected to high levels of cooperative instruction and expectations. Locally, the results of the study could aid school district staff, who are focusing on student attainment of learning objectives. The social implications include attainment of social skills, including those of leadership, communication, teamwork, and problem solving. |
