Abstract

This qualitative phenomenological study is focused on the perceptions of mathematics educators on how to improve mathematical skill in high school students. The main purpose was to describe, recognize, and interpret the lived experience that have allowed educators to achieve the best results for their students. The population for the current study was mathematics educators that were located in a rural Southwest Minnesota city with medium population. These educators were either college educators or middle and high school teachers. The measures that were used to select the participants for the study were that they must hold at least a bachelor's degree, be a mathematics educator in rural southern Minnesota along with teaching either middle or high school mathematics or teaching developmental mathematics at the college level. Mathematics educators that participated in the study strive to improve themselves, create comfortable learning environments, and want their students to be better mathematics learners.

Advisor

Scott Wurdinger

Committee Member

In-Jae Kim

Committee Member

Mark Zuiker

Date of Degree

2018

Language

english

Document Type

Dissertation

Degree

Doctor of Education (EdD)

Department

Educational Leadership

College

Education

Recommended Citation

Haskins, M. (2018). Improving Mathematical Skill: The Perceptions of Rural Minnesota Mathematics Educators [Doctoral dissertation, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/774/