Article · January 013 citations reads 5,355 author

participants’ response rate, teachers received e-
mail reminders requesting the completion of a 
journal reflection at the conclusion of each data 
collection period. Teachers answered guiding 
questions related to the delivery of the 
mathematics curriculum and student learning: 
What has been particularly successful for you 
when teaching mathematics (in this unit)? What 
has been confusing or frustrating for you when 
teaching mathematics (in this unit)? What math 
activities in this unit have your students liked the 
best? What math activities in this unit do you 
feel have most helped your students to learn 
mathematics? What has been confusing or 
frustrating in this unit for your students as they 
learn mathematics?
Interviews 
Structured interviews were conducted for 
30 to 40 minutes with participating teachers, 
principals, and assistant principals who self-
selected themselves in schools where classroom 
observations were conducted. The experience of 
interviewed educators ranged from 2-20 years, 
with five educators possessing a masters’ degree 
in education and the same number with ESOL 
endorsement. Three educators were career 
changers. Interviews probed their perceptions, 
delivery, and concerns about the new 
curriculum. Interviews with participating 

---

GATEways to Teacher Education 
A journal of the Georgia Association of Teacher Educators 
VOLUME 14, ISSUE 1 
PAGE 27 
teachers were commonly conducted over a lunch 
break or after school (Rubin & Rubin, 2005; 
Stecher et al., 2006).
Student focus-group interviews with 
Kindergarten to Grade 4 students in participating 
teachers’ classrooms asked learners to reflect on 
their likes or dislikes in mathematics, favorite 
activities, and how best they learned 
mathematics. No more than four students were 
randomly selected for a focus-group interview 
from the returned group of parent/guardian 
letters of consent. In total, 60 students