Date of Award

12-2024

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Education

First Advisor

Robyne Elder

Second Advisor

Tanya Vest

Third Advisor

Travis Kite

Abstract

This study focused on a school district in the Midwest region of the United States, which implemented a new inquiry-based math curriculum for all kindergarten through fifth-grade students during the 2021-2022 school year. The purpose of this study was to determine elementary general education and special education teachers’ perceptions of students with disabilities and their ability to learn mathematics at high levels from inquiry-based instruction. Also, the implications of deficit thinking were investigated. In addition, end-of-the-year progress results were compared to determine if implementing an inquiry-based model of mathematics increased student achievement. The population for this study consisted of educators who teach kindergarten through fifth grade or special education and are employed with School District 1. Six elementary buildings were the study’s focus, with three of the buildings qualifying for Title 1 federal funding and three that did not qualify for Title 1 federal funding. The literature reviewed for this study was analyzed to inform and support the findings of this study. The de-identified district data collected and analyzed revealed no significant differences in student math achievement when comparing end-of-the-year summative assessment outcomes and district-level assessments. The educator survey analysis revealed there are differences in the perceptions of special education teachers and regular education teachers regarding the ability of students with disabilities to perform successfully in an inquiry-based model of mathematics while in a classroom of their peers.

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