Implementing the math workshop approach: An examination of perspectives among elementary, middle, and high school teachers

Abstract

Improving student performance in mathematics is reinforced through the use of effective teaching practices. One such practice, the math workshop approach, is a rigorous, student-centered way to teach mathematics that fosters inquiry among the community of learners. The purpose of the present study was to explore the perspectives of mathematics teachers who implemented the math workshop approach in their classrooms. Using a concurrent mixed methods research design, an electronic questionnaire was administered among four elementary teachers, two middle school teachers, and two high school teachers who had several years of teaching experiences. Quantitative and qualitative data were collected and analyzed separately to examine congruence with reported perspectives. Quantitative data were tabulated and reported with frequencies and percentages. Qualitative data were analyzed with descriptive analysis techniques to identify themes. Findings revealed that participants recognized the math workshop approach as an effective teaching practice to improve teaching and learning in mathematics. These findings pointed to implications for teacher preparation programs and professional learning efforts among math professionals employed within school districts. Limitations and future areas of study were also discussed.