| Within a local setting, teachers have been required to teach increasingly large classes. Scholars have reported teacher concerns related to large class sizes. In light of this trend, this study addressed teachers’ 3rd grade math instructional practices to determine what courses of action teachers had taken, or had been struggling to undertake, in order to address increasing class sizes and present math content without district-provided training. Principles of constructivist learning, the zone of proximal development, and cognitive load theory formed the basis for this study, which was designed to address the question of why excessively large classes may present elementary math teachers with challenges that are not as likely to be found in smaller classes. Through a mixed study that included surveys and interviews, teacher-perceived successes and challenges were identified to determine what teachers were doing, or were struggling to do, in light of class size issues. First, quantitative data were gathered to allow teachers to reflect upon specific elements of math instruction. In interviews, teachers then elaborated on their survey responses. All 5 participating teachers believed that acquiring classroom aides would improve their working conditions. The main recommendation of this doctoral study is having teachers develop alternative frameworks of teaching, including but not limited to working with fewer students systematically during a given math period. The implementation of this recommendation could lead to positive social change, as it could result in teachers feeling more effective in regard to both math instruction and teaching in increasingly large classes. |
