Bhatti, Thi Kim Oanh (2024) Teachers’ Perceptions of a Mathematics Intervention Implemented in Australian Secondary Schools. Other Degree thesis, Victoria University.

Abstract

Mathematics education achievement for secondary school students continues to be a concern at both National and International levels. Schools are grappling with suitable approaches and strategies for implementing successful mathematics programs and striving to close the achievement gaps for those students who still need to meet expectations. The purpose of this study was to review the impact of implementing an externally provided mathematics intervention program on the perceptions and attitudes of teachers towards teaching mathematics and student achievement at this level. The specific program is Getting Ready in Numeracy (GRIN). The GRIN Intervention Program is a professional learning program for primary and secondary mathematics teachers. The GRIN mathematics intervention program involves teachers working with small groups of students identified as falling behind their peers in their mathematics achievement. A qualitative case study approach was employed to investigate the experiences and perceptions of a sample of educators from Victorian secondary schools who participated in the GRIN mathematics intervention program. Data were collected through interviews conducted with eight junior secondary-year mathematics teachers and a principal, and the findings from the qualitative analysis are presented. The study indicates that teachers perceive the GRIN program in some extended form as beneficial for underperforming junior secondary students to meet their mathematical needs. The study results regarding teachers’ perceptions of the implementation of the GRIN program revealed that the program does not have a significant impact on teachers’ attitudes toward classroom teaching and instructional strategies. However, a positive outcome of the GRIN program is observed in the relationship between teachers and students. Teachers report a better understanding of their students, including their learning styles, abilities, and specific needs. Additionally, the study reveals that the GRIN intervention program positively impacts students’ academic performance, with teachers noting improvements in students’ confidence in their mathematical skills. This suggests that while the program may not directly alter teaching approaches, it contributes positively to the teacher–student dynamic and student outcomes. However, the research also identifies some challenges associated with the GRIN intervention program and other factors that may impact its successful adoption. Considering these findings, key recommendations have been determined that can assist various stakeholders, including teachers, school leaders, educators, and policymakers. Schools should progress the development of classroom environments in the domain of mathematics that create a positive and supportive atmosphere for teachers and students. The study also proposes appointing dedicated coordinators to oversee the successful implementation of future school-based mathematics interventions. These staff should work closely within government protocols so as to schedule intervention sessions that address organisational challenges that may arise. Future research with a focus on the longitudinal impact of GRIN intervention is also recommended. Additionally, the research highlights the importance of ongoing support for GRIN teachers, specifically regarding effective communication practices. Overall, the outcomes of this research provide practical insights into the complex landscape of mathematics education in Australian secondary schools and offer practical guidance for improving mathematics outcomes for all students.

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