Date of Award
Open Access Dissertation
Instruction and Teacher Education
College of Education
The present action research study describes an Interactive Mathematics Review Program (IMRP) developed by the participant-researcher to enable remedial algebra students to learn in a cooperative classroom with pedagogy that promoted collaboration and hands-on, active learning. Data are comprised of surveys, field notes, semistructured interviews, and focus group insights about the IMRP over an 8-week period in the spring of 2017 at a southern, low-socioeconomic status high school. Findings include: (1) greater comprehension; (2) increased engagement and math-related discussions; (3) increased motivation; (4) egalitarian principles; and (5) high-quality reciprocity. A nine-step action plan designed to enable other math teachers at the school to separate remedial students into cooperative groups to learn algebra with a peermentoring component is scheduled for weekly in-service sessions in the fall of 2017. The results of this study, in concert with students’ perceptions of the IMRP model, will be shared with other math teachers in a professional learning community, and a reciprocal plan to increase progressive pedagogy throughout the school for continually monitoring and assessing improvements in student learning will be the focus of the action plan.
Wingard, C. B.(2017). Secondary Students’ Perceptions of an Interactive Mathematics Review Program: An Action Research Study. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/4301