Literature Review
Introduction
One of the most essential components of primary schooling is giving students adequate math lessons. However, it has been a subject that needs more attention at JES, leading to poor performance in district assessments and state exams. This action research aims to discover resources and whole-school ventures that can help teachers improve their support for learners in mathematics. The problem identified is the low prioritization of mathematics teaching at Journey Elementary School (JES), which has resulted in poor performance by students on assessments. What questions will be guiding this study?
Research Question One: How can monthly collaborative planning time be maximized to help teachers support students?
Research Question Two: What resources will enhance teacher effectiveness for improved math assessment performance?
Research Question Three: Why is it essential to consistently hold teachers accountable to high expectations?
This literature review will introduce the best-practice solutions and interventions identified in the literature, along with significant sections to be covered.
Review of Current Literature
Five peer-reviewed articles published in the last five years were reviewed in response to under-prioritizing math instruction. This literature review is a synthesis of research studies related to the identified problem that has insight. Rich details of previous studies are available to guide the proposed action research. Review and diagnose three or four common themes specified by elaborate headings that genuinely facilitate the flow of ideas.
Theme 1: Maximizing Collaborative Planning Time
Quality math instruction effectively executes collaborative planning time, which is the cornerstone for the effective delivery of quality math instruction, and the literature showcases insights into strategies for maximum utilization. Erath et al. (2021) emphasize the significance of creating purposeful collaborative planning sessions. This ensures that teachers focus only on their students’ needs individually and specific strategies for teaching them. Also, Abdulrahim and Orosco (2020) insist that data analysis should be integrated into collaborative planning meetings where teachers can identify weak areas and tailor instructional methods accordingly. The theme explores how optimizing the systematic use of collective planning time can form a basis for addressing under-prioritized mathematical instruction. When structured and driven by data, collaborative planning becomes a dynamic space for targeted improvement strategies.
Theme 2: Resources Enhancing Teacher Effectiveness
The availability and use of resources dramatically impact the effectiveness of teachers in providing high-quality mathematics teaching. Research indicates that curriculum materials that align with educational standards have a significant favorable impact on teachers (Jones et al., 2020). These resources influence how teachers should teach while also giving instruction direction. Furthermore, according to Brown (2018), professional development is essential to guarantee that educators who want to utilize these tools effectively do so. This theme explores how various resources might improve teacher effectiveness, which in turn helps students do better on math tests. Resource integration is illustrated as an all-encompassing term by looking at the reliant link between appropriately matched sources and professional development.
Theme 3: Consistently Holding Teachers Accountable
According to Pellegrini et al. (2021), an accountability partnership where teachers’ goals are collaboratively created and recorded can help encourage an ongoing upgrading of mathematics instruction. This collaborative approach fosters shared accountability and a culture of continuous growth. Santagati et al. (2021) also highlight how regular evaluation and feedback can transform teachers’ professional development. This theme examines the strategies and actions needed to establish an accountable learning environment in schools and shows how it could benefit math instruction. To demonstrate how supportiveness is crucial for sustaining strong teacher performance outcomes, which lead to student accomplishment, the research highlights the numerous dimensions of responsibility.
JES Teacher Best-Practice Solutions and Interventions
The most important interventions to handle the neglect of maths teaching in Journey Elementary School (JES) have been emphasized and said in their study that the strategy was to concentrate on the specific needs of every learner and involve data analysis using personalized approaches. The best practices include employing curriculum materials that match educational standards and effective professional development. Pellegrini et al. (2021) emphasize collaborative goal setting, regular monitoring, and evaluation for continuous improvement. These are the best solutions we can employ to develop a comprehensive intervention plan to improve mathematics teaching at JES.
Gaps in the Literature
However, this study needs to fill specific gaps in this literature, especially concerning Journey Elementary School (JES) as a unique context. No need to care about JES’s location or population would show the manifestation of these problems within such a specific educational setting (Ridge & Lavigne, 2020). Therefore, due to the failure to unravel the intricacies surrounding JES, the literature deserts those contextual factors that could be responsible for ignoring mathematical instruction.
Additionally, literature reviews must represent the perspectives required to prioritize mathematical instruction adequately. Although many studies widely emphasize effective teaching of mathematics, comprehensive research based on varying views regarding this matter still needs to be included in understanding JES problems; it is essential to look at these different perspectives from within educators, administrators, and perhaps students and parents.
This investigation aims to provide an array of opinions and experiences that revolve around the prioritization of mathematical instructors, enhancing an understanding of this identified problem. Moreover, there needs to be more attention given by the review towards intersectionality erecting factors that may influence under-prioritization math instruction at JES, including socio-economic backgrounds, cultural diversity, and individual learning needs, among other elements, which should be interrogated better. Inclusion and equity strategies sensitive to the diverse needs of JES’s student population can be developed only if such factors are recognized and tackled. Thus, the extant literature needs to provide a comprehensive picture of JES’s challenges in prioritizing mathematical instruction, leaving this research gap for this study to address.
Summary and Conclusions
In summary, this literature review is a broader examination of best-practice solutions and interventions for overcoming the under-prioritization of mathematical instruction at JES. The action research proposal has been informed by the findings from the articles and selected themes as they highlight collaboration planning time, practical resources, and consistent teacher accountability. The next course of action in the action research will involve including these findings in a focused intervention strategy to enhance mathematical instruction at JES.
References
Abdulrahim, N. A., & Orosco, M. J. (2020). Culturally responsive mathematics teaching: A research synthesis. The Urban Review, pp. 52, 1–25.
Erath, K., Ingram, J., Moschkovich, J., & Prediger, S. (2021). Designing and enacting instruction that enhances language for mathematics learning: A review of the state of development and research. ZDM–Mathematics Education, 53, 245-262.
Pellegrini, M., Lake, C., Neitzel, A., & Slavin, R. E. (2021). Effective programs in elementary mathematics: A meta-analysis. AERA Open, 7, 2332858420986211.
Ridge, B. L., & Lavigne, A. L. (2020). Improving instructional practice through peer observation and feedback: A literature review. Education Policy Analysis Archives, 28, 61-61.
Santagata, R., König, J., Scheiner, T., Nguyen, H., Adleff, A. K., Yang, X., & Kaiser, G. (2021). Mathematics teacher learning to notice: A systematic review of studies of video-based programs. ZDM–Mathematics Education, 53(1), 119-134.
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