Introduction
This study examines the attitudes of Grade 6 teachers in Southern Ontario toward a new math curriculum implemented in response to declining student performance on the Education Quality and Accountability Office (EQAO) tests. The qualitative research design draws on Bandura’s social cognitive theory to explore the social context of learning and the interactions among individuals in the educational process.
Research Questions and Methodology
The study focuses on two primary research questions (RQs): the first examines teachers’ perceptions of the new curriculum’s effectiveness in preparing students for the Grade 6 EQAO exams, and the second identifies the support and resources teachers require to provide more effective math instruction. Participants were purposefully selected from a pool of experienced Grade 6 math teachers. Data were collected through semi-structured interviews conducted outside school hours, which could be attended virtually or in person (Dahbour, 2024). The interviews were audio-recorded for subsequent analysis.
Findings
Analysis of the interview data revealed five emergent themes associated with the challenges and support needed for teaching math with the new curriculum. It became evident that teachers felt a need for improved professional development and training to address the curriculum’s challenges and to foster confidence in both teachers and students. Teachers also recognized a need for better strategies to prepare students for EQAO exams and to address math phobia, which was perceived as prevalent among both students and some teachers (Dahbour, 2024). Respondents also reported feelings of burnout and low satisfaction when teaching students with weak math backgrounds.
The study’s findings underscore the necessity of stakeholder involvement, including parents, teachers, and administrators, to enhance the quality of math education. Based on these findings, a 3-day professional development program was proposed to enhance teachers’ knowledge and instructional skills (Dahbour, 2024). This initiative aims to foster positive social change by improving teachers’ abilities to teach math, which may, in turn, boost student learning outcomes and EQAO test scores.
Conclusion
In summary, the study highlights the significant role of teacher training and support in the successful implementation of a new curriculum and in reversing trends of underperformance in math. It suggests that a comprehensive approach to professional development could be a key factor in enhancing educational quality for Grade 6 students in Southern Ontario.
Reference
Dahbour, A. (2024). Teachers’ Perceptions of Challenges and Support Needed to Teach Mathematics to Grade 6 Students. Walden University.