摘要：Improving student performance in mathematics is reinforced through the use of
effective teaching practices. One such practice, the math workshop approach, is a
rigorous, student-centered way to teach mathematics that fosters inquiry among the
community of learners. The purpose of the present study was to explore the
perspectives of mathematics teachers who implemented the math workshop
approach in their classrooms. Using a concurrent mixed methods research design,
an electronic questionnaire was administered among four elementary teachers, two
middle school teachers, and two high school teachers who had several years of
teaching experiences. Quantitative and qualitative data were collected and
analyzed separately to examine congruence with reported perspectives.
Quantitative data were tabulated and reported with frequencies and percentages.
Qualitative data were analyzed with descriptive analysis techniques to identify
themes. Findings revealed that participants recognized the math workshop
approach as an effective teaching practice to improve teaching and learning in
mathematics. These findings pointed to implications for teacher preparation
programs and professional learning efforts among math professionals employed
within school districts. Limitations and future areas of study were also discussed.
