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Bridget Ferrin-Smith Ed.D., is a 2025 graduate of the Ed.D. program in Educational and Professional Practice at Antioch University.

Dissertation Committee:

Gary Delanoeye, Ed.D., Committee Chair

Emiliano Gonzalez, Ph.D., Committee Member

Clare Waterman, Ph.D., Committee Member

Keywords

Open Task, Problem-Solving, Mathematical Mindset, Equity, Collaboration, Vertical Non-Permanent Surfaces, Plan-Do-Study-Act, Participatory Action Research

Document Type

Dissertation

Publication Date

2025

Abstract

With local assessments showing mathematical achievement below 50% and an increasing need for problem-solving mathematicians, this dissertation investigates instructional methods in math, emphasizing problem-solving skills and fostering mathematical mindsets. The goal was to measure math achievement from the beginning to the end of the year after a Plan, Do, Study, Act cycle at a rural Vermont school serving approximately 600 students from Pre-K through eighth grade. The population in this school is diverse in SES but lacks significant racial and ethnic diversity. Boaler’s (2022) Mathematical Mindset Framework is the underpinning of this Participatory Action Research (PAR), providing the foundation for the action steps and observing potential shifts in math practices, mindsets, and academic assessment scores. Literature supports the implementation of mathematical mindsets to improve math achievement (Boaler, 1998, 2002, 2013, 2022; Boaler & Staples, 2008; Boaler et al., 2015) due to the redundancy of themes in mathematical mindsets and other frameworks for math improvement. For example, the Trends in International Mathematics and Science Study (TIMSS) International Results in Math (Mullis et al., 2021) show that Singapore has maintained dramatic improvements since shifting its instructional focus to problem-solving, building conceptual understanding, and developing strong computational fluency, all components of a mathematical mindset. The intention of PAR recruiting participants as collaborators enables learning while simultaneously researching the action steps. Three iterations of data collection and analysis were conducted in a plan, do, study, act (PDSA) cycle, followed by a collaborative data analysis. PAR is a democratic research method that enables practitioners to act as researchers, facilitating small-scale social changes. If one teacher and researcher can find a way to improve instructional practices, then future students will also benefit. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Comments

ORCID No. 0009-0001-7235-6386

Bio: Bridget Ferrin has taught for 20 years from second grade through sixth grade. She currently is an academic support coach and interventionist.

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