Date of Award

Spring 2026

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Rhonda Jeffries

Abstract

The purpose of this study was to determine the impact of a problem-solving framework that incorporated the Three Reads comprehension strategy, Concrete- Representational-Abstract instructional strategy, Schema-Based Instruction, as well as the implementation of equitable pedagogical practices. This mixed-methods action research study was guided by three research questions for which both qualitative and quantitative data had been collected. The first question focused on determining teacher or student strategies within the intervention course that would be a hinderance to the implementation of the prescribed intervention. The second question focused on the impact of the problem-solving framework. The third question focused on the impact of intentional equitable pedagogy used in tandem with the problem-solving framework.

Quantitative data was collected from a pre- and post- assessment and analyzed to determine the impact of the framework. An interview with the math intervention teacher was conducted and analyzed to determine strategies that could hinder implementing the framework. Student interviews were conducted after the implementation period to get their feedback on the framework and equitable practices from the study. It was determined, based on the pre- to post- assessment analysis that the problem-solving framework had a positive impact on students’ problem-solving abilities. Responses from the student interviews, and the post-intervention teacher interview validate this data.

Keywords: action research, mixed-methods, math problem solving, schema based instruction, concrete representational abstract, three reads comprehension, middle school

Rights

© 2026, Amanda Julia LaBorde

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