| This PDE is designed to assist elementary teachers (Pre-Kindergarten to third grade) and elementary teacher educators in learning the theoretical foundations and instructional strategies which are designed to address the diverse learning needs of students. The theoretical framework for this research was based on the National Council of Teachers of Mathematics (2000) Principles and Standards of Mathematics, multiple intelligences theory (Gardner, 1983), and differentiated instruction concept (Tomlinson, 1995). It is important for teachers to understand that each student is unique in many different ways and use that understanding to design more effective instruction to help all students learn. Therefore, the purpose of this study was to examine the instructional practices of third grade teachers during mathematics instruction in one school system located in southeast Georgia.; Participants in the study included third grade teachers in eight public elementary schools in southeast Georgia. The research methodology included quantitative and qualitative data used to conduct scientific inquiry. The researcher examined existing research and literature, and analyzed data gathered from questionnaires, teacher interviews, teacher observations, and artifacts (e.g., lesson plans). As a result of the analysis of the data, the following findings were identified: (1) Individual and group activities such as presentations, demonstrations, problem-solving, manipulatives, projects, journal writings, technology, and learning centers were included among the instructional strategies the teachers used in mathematics instruction. (2) The participants of this study continue to use the traditional approach to teaching almost daily during mathematics instruction. (3) Participants of this study use a variety of instructional strategies once or twice a week during mathematics instruction.; Based on the findings of this research, it is recommended that other studies be conducted which would: (1) Examine the instructional practices that are associated with higher mathematics achievement. (2) Examine elementary teachers' beliefs, attitudes, views, and knowledge of mathematics. (3) Utilize the same survey instrument used in this study with other grade levels below or above third grade, as well as with pre-service teachers. |
