Accessing Grade-Level Mathematics Curriculum for Tier-Three-Heavy Urban Classrooms

Abstract

This dissertation explores the instructional strategies that elementary mathematics teachers employ to support large groups of students who function two or more grade levels below in tier-three-heavy urban classrooms. With a focus on teacher efficacy, teacher agency, and attribution theory, this study investigates how educators navigate the challenges of optimizing grade-level mathematics curriculum for students who struggle to meet proficiency benchmarks. Utilizing a comparative case study approach, classroom observations and semi-structured interviews were conducted with teachers in both tier-one-heavy and tier-three-heavy classrooms. The findings highlight the instructional scaffolding, differentiated teaching methods, and motivational strategies that teachers implement to bridge academic gaps while managing resource limitations and time constraints. This research contributes to the discourse on equitable mathematics education by providing insights into the realities of teaching in urban public schools and advocating for more effective interventions to enhance student achievement.