Using a Spiral Intervention to Lessen the Mathematics Achievement Gap in An Ap® Precalculus Classroom: A Mixed Methods Study
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Curriculum and Instruction
Date of Award
Fall 2025
Abstract
The purpose of this explanatory sequential mixed-methods research study was to measure the effectiveness of a spiral intervention given to high school students who were enrolled in an AP Precalculus course that aids students in the long-term memory of procedural and declarative knowledge to increase mathematics academic achievement. Literature involving mathematics achievement through the use of cognitive load theory and constructivism was discussed along with several types of interventions that aid with the transfer, recall, and retention of mathematics knowledge and skills through the use of worked examples. Two phases of data collection was conducted where Phase I involved the collection of assessment scores through the use of an AP Precalculus Practice Exam. Phase II involved implementing the spiral intervention that includedstudent artifact observations as a way to gauge learning regarding knowledge and skills. An open-ended survey was given after students sat for the posttest. The results of this study are discussed along with implications and recommendations for future research.
Advisor
Melanie Fields
Subject Categories
Education
Recommended Citation
Beck-Smith, Brian Tenell, "Using a Spiral Intervention to Lessen the Mathematics Achievement Gap in An Ap® Precalculus Classroom: A Mixed Methods Study" (2025). Electronic Theses & Dissertations. 1314.
https://lair.etamu.edu/etd/1314
