| This dissertation investigates the varying methods of Mathematics curriculum implementation in both elementary and secondary schools to determine: (a) if teachers' perceived concerns are substantiated by student performance on standardized achievement tests; (b) if student achievement patterns are changing over time, and how teachers are attempting to bridge any gaps in student knowledge; and (c) if there are gender differences in Mathematics achievement scores, and teachers' perceptions of such. This study relates teachers' perceptions of what is happening, what needs to happen, and how to make it happen, and teachers' inferences about gender differences in Mathematics achievement to student achievement patterns over the implementation period—using data from 1999–2002. The domain of Mathematics education adds its own unique issues, among which are long-standing differences between the sexes, and teacher efficacy with regard to their own knowledge and Mathematical instruction ability. Using both quantitative measures, Mathematics achievement test scores from Grades 8 and 9, and qualitative measures, interviews with teachers of grades 7–9, it is evident that teachers' concerns regarding student performance are consistent with achievement test results, with teachers identifying key areas where students are struggling: problem solving and basic number skills. Teachers state the methods by which they are working to bridge the gaps in student knowledge. And, teachers perceptions about gender differences in Mathematics are consistent with research, reiterating that there are minimal differences in Mathematics achievement scores between genders. Overall, the implementation of this new curriculum has had at least a mildly positive effect on students' achievement scores in Mathematics, with room for improvement. |
