The Georgia Department of Education requires students to earn 4 course credits in the area of mathematics in order to graduate from high school. Academic success for mathematics students in a school district in southern Georgia has been encumbered because teachers lack cultural competency in mathematics instruction, which has hindered minority…

The purpose of this phenomenological study was to investigate the perceptions that K-5 teachers have toward Georgia's mandated Early Intervention Math Program (EIP) on at risk learners in an elementary school in a rural, North Georgia community. The following questions guided the study: 1. How do K-5 teachers describe their experience with…

Today's mathematics standards require teachers to use concrete math manipulatives (CMM) to increase the proficiency of students, but many upper elementary teachers fail to use these resources. The effects of this resource disuse may decrease student learning potential and impede successful standardized test results. This case study allows leaders…