Teacher Perspectives when Implementing a New Mathematics Program

Abstract

Schools often utilize research-based interventions, treatments, and programs to target student learning gaps. Quality implementation is a tool to connect research and practice with teachers’ perspectives, attitudes, beliefs, and anxieties being integral ingredients to achieve program implementation (Durlak, 2015, 1016; Durlak & DuPre, 2008). Once in the field, teachers have less access to important resources for assisting with the integration of new programs, meeting standards, and creating non-traditional lessons through which students are able to understand the strong connection between mathematics and their future (Gresham, 2018; Liljedahl, 2008; Palardy & Rumberger, 2008; Zazkis & Zazkis, 2011). This study aimed to deepen the understanding of the successful application of the Houghton Mifflin Harcourt (HMH) Go Math! program in an elementary school setting, examining the factors related to teachers that create barriers for effective implementation. Three full-time in-service elementary school teachers, assigned as lead teachers in kindergarten through fifth grade, implementing HMH Go Math! and employed in a New Jersey public school district, participated in this study. Qualitative data were collected through semi-structured interviews three times throughout the implementation of HMH Go Math! (Patton, 2015; Yin, 2017). Teacher interviews were derived from responses on the MATAS-E/MTEBI survey, assessing mathematics anxiety (Peker, 2006; Enochs et al., 2000). Thematic analysis and grounded theory were utilized to explore teachers’ stories and behaviors when implementing the HMH Go Math! program (Braun & Clarke, 2006; Krippendorff, 2004; Strauss & Corbin, 1990;Yin, 2017). Findings from this study included a comparison of program features, growth mindset, and teachers’ own preferences regarding mathematics. The findings show that the views and usage of program tools are directly linked to educational and learning styles. The participants with less anxiety and more mathematical training applied the program that ensured student success. Furthermore, teachers who embraced a growth mindset dedicated more time to learning and utilizing the program in order to overcome challenges, execute new strategies, and continue to improve classroom instruction.