Date of Award

Fall 2025

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Elizabeth Currin

Abstract

This action research study examined the impact of explicit problem-solving instruction on fifth-grade students’ mathematics proficiency and attitudes across skill levels. At the outset, students relied on rote procedures rather than conceptual reasoning, limiting their ability to apply skills in new contexts or understand why procedures work. Grounded in constructivist and sociocultural learning theories, the study aimed to move students beyond procedural fluency through explicit instruction of problem-solving strategies, modeling, guided practice, collaboration, and reflection. Over 8 weeks, 32 students participated in daily lessons. Findings from pre–post assessments, interviews, and portfolios indicate that explicit problem-solving instruction supported measurable growth in achievement, increased confidence and persistence, and encouraged multiple approaches to problem-solving. Lower-performing students showed the greatest relative improvement, suggesting structured strategy instruction can narrow achievement gaps. These results highlight the value of embedding problem-solving instruction in core mathematics programs to enhance learning, equity, and critical thinking skills.

Rights

© 2025, Brittany J. Terry

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