Mathematics Awareness through Technology, Teamwork, Engagement, and Rigor

Abstract

The purpose of this two-year observational study was to determine if the use of technology and intervention groupsaffected fourth-grade math scores. Specifically, the desire was to identify the percentage of students who met orexceeded grade-level standards on the state standardized test. This study indicated possible reasons that enhancedconceptual understanding within the study group at a Title I elementary school. Throughout the two-year time period,the classroom teachers created mathematics awareness through technology, teamwork, engagement and rigor. Thefindings revealed a significant percent of fourth-grade students who used technology and participated in specificlearning activities met or exceeded grade-level standards in math as measured by the Washington State standardizedtest.