The relationship between mathematical leadership skills and the mathematics achievement of elementary students.

摘要

The purpose of this study was to help define the mathematical leadership skills of elementary principals. The research questions included: (1) How do elementary principals perceive the implementation of their mathematical leadership skills? What are teachers' perceptions? What are the similarities and differences regarding principals' and teachers' perceptions of these skills? (2) What is the nature of mathematics instruction as Wyoming teachers conclude their seventh year of participating in the Wyoming Comprehensive Assessment System (WyCAS) - class size, mathematics programs, influencing factors, professional development, collaboration time, state math standards, assessment strategies, and best practices? (3) What is the relationship between these mathematical leadership skills and math achievement as measured by WyCAS?;A survey instrument was mailed to randomly selected elementary principals and second, third, and fourth grade teachers representing improving, high performing, and low performing schools. The mathematical leadership scale was developed based on the Administrator's Guide - How to Support and Improve Mathematics Education in Your School (Mirra, 2003), published by NCTM. The principals and teachers reported their perceived implementation levels for each item.;For the first research question, the educators agreed on a majority of the scale items in regard to improving mathematics. An interesting exception was fourth grade teachers, who have been the only elementary grade level teachers administering the WyCAS state mathematics assessment, and elementary principals. Specifically, the fourth grade teachers did not feel supported in the critical areas of developing teacher-leaders in mathematics and providing quality collaboration time.;Next, the teachers reported class sizes of 18-21 students. A low percentage of standards-based teaching materials have been implemented, but state standards in mathematics influenced instruction often. Assessment strategies and best practices in elementary mathematics are being used numerous times per week. In technology, the results indicated that further implementation may be needed in professional development and comprehensive technology plans. Finally, although the improving schools reported higher implementation levels, no significant relationship was found between mathematical leadership skills and the mathematics achievement of elementary students.