Abstract
Purpose. The purpose of the study was to describe the degree to which Math Renaissance cluster leaders perceived that selected pedagogical strategies were important to the systemic reform in middle school mathematics education. Further, the study sought to describe changes in historically underrepresented students' interest, engaged learning time, understanding, and improvement in performance in mathematics. Also studied were the effects of the Math Renaissance professional development program in helping teachers gain an understanding of the needs of historically underrepresented students and selected adult learning strategies. Methodology. The researcher used descriptive research. A survey with a five-point Likert-type scale was utilized to collect data to answer seven research questions. The population consisted of forty-five cluster leaders throughout California who had received specialized training to implement the Middle Grade Math Renaissance program. A questionnaire was utilized to collect data to answer seven research questions. For each item on the questionnaire descriptive statistics frequencies, percentages, means, and standard deviation scores were determined. The data from the completed questionnaires were tabulated and analyzed by using descriptive statistical procedures as stated. The ANOVA and the Scheffe test of differences were used to determine significant differences between cluster leaders' responses. Findings. Some findings are: (1) Nine out of ten cluster leaders reported that group-type pedagogical strategies (cooperative and collaborative) were of the greatest importance. (2) Nearly all cluster leaders reported historically underrepresented students' interest, engaged learning time, and understanding of mathematics increased since the implementation of the Math Renaissance program. (3) Math Renaissance promotes mathematics literacy; however, some of the approaches such as more verbal and primary language instruction for LEP were not perceived as significantly important. (4) The andragogical strategies provided in the Math Renaissance training were important in internalizing the mathematics pedagogy. Conclusions. Some conclusions are: (1) The pedagogy of primary language instruction and increased verbal instruction has not been as effective in meeting the needs LEP or learning disabled students. (2) Cluster leaders indicated that historically underrepresented students had increased their interest engaged learning time, and understanding in mathematics since the implementation of the Math Renaissance program. Recommendations. Some recommendations are: (1) More appropriate forms of assessment processes must be utilized to evaluate the historically underrepresented students conceptual understandings of mathematics concepts, not isolated facts. Assessment must focus on understanding and application of content not reading ability or rote retention. (2) Math Renaissance will have to make additional efforts in developing the delivery of mathematics instruction to increase the probability of more historically underrepresented students entering advanced mathematics studies and career fields. (3) Assessment standards in mathematics must include disaggregation of assessment data. (4) Math Renaissance systemic reform program must have higher standard. (Abstract shortened by UMI.).