Date of Award

May 2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education, Health & Behavior Studies

First Advisor

Woei Hung

Abstract

Students who are affiliated with the United States Armed Forces will transition every two to four years depending on their parents’ career. The students who move may have educational gaps in mathematics because of a United States Armed Forces move occurring in the middle of a school year. The problem of practice addresses the educational gaps that former students and teachers perceive occurring related to content knowledge and procedural fluency. The researcher used a mixed methods study to ask close-ended quantitative questions and open-ended qualitative questions. The research was conducted on the web-based platform of Facebook. The results of the research showed that while former students did not perceive mathematical gaps in specific mathematical needs, teachers could see mathematical gaps. This paper will explain the different parts of mathematical language, mathematical discrepancies in curriculum, and the five strands of mathematical learning to frame the research. The research will show the perceptions of former students and current teachers. The paper will discuss the results and recommendations for schools in both a military-affiliated community and a Department of Defense Education Activity [DoDEA] school.

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