Instructional decisions primary teachers make to account for student engagement in mathematics

Koepke, Tracy Lynn (2023) Instructional decisions primary teachers make to account for student engagement in mathematics. Doctoral thesis, Northern Arizona University.

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Abstract

This qualitative case study explored instructional decisions exemplary primary teachers (kindergarten-third grade) made in order to engage students in mathematics. The phenomenon of teachers altering, supplementing, or utilizing district-given materials to support student engagement and understanding was studied. Specifically, this involved determining what math resources teachers were given, and what materials they were using. The participants included five primary teachers in three different schools within two school districts. The findings revealed teachers’ instructional decisions were influenced by the school setting and expectations, students’ needs and interests, and prior experiences and preparedness. The teachers shared engagement strategies they utilized, such as hands-on experiences, student choices, movement, discussions (collaboration and questioning), emotional connections, ownership of learning, and differentiation. Teachers described their level of creative control as it related to adhering to the district math program, or having had the opportunity to make significant changes. Teachers also shared their definitions of student engagement. Similar to the research surrounding student engagement, they discussed aspects of behavioral engagement, cognitive engagement, and emotional engagement. The research referenced in this study demonstrated the importance of student engagement in primary classrooms. Student engagement in the primary classrooms has been found to support math achievement and future student engagement in subsequent grade levels. This study adds to the body of knowledge regarding teachers’ instructional decisions to support student engagement in the primary grades.

Item Type:	Thesis (Doctoral)
Publisher’s Statement:	© Copyright is held by the author. Digital access to this material is made possible by the Cline Library, Northern Arizona University. Further transmission, reproduction or presentation of protected items is prohibited except with permission of the author.
Keywords:	elementary; instructional decisions; math; primary grades; student engagement; teachers
Subjects:	Q Science > QA Mathematics
NAU Depositing Author Academic Status:	Student
Department/Unit:	Graduate College > Theses and Dissertations College of Education > Teaching and Learning
Date Deposited:	15 May 2025 22:03
Last Modified:	15 May 2025 22:03
URI:	https://openknowledge.nau.edu/id/eprint/6143

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