Understanding the Instructional Decisions of Middle-School Mathematics Teachers: Three Case Studies

This action research study aimed to explore how middle-school mathematics teachers make instructional decisions in the absence of a required curriculum. While the school site has an adopted textbook, many of the mathematics teachers view this resource as invaluable. Better understanding the decision-making process of mathematics teachers at the school site can provide critical information to better support the teachers. The research question that guided this action research was: How does it seem that middle-school mathematics teachers make instructional decisions? This sequential two-phase qualitative study examined decision-making from a 6th, 7th, and 8th grade mathematics teacher. Data collected within the first phase of research was used to inform and develop a more intentional second phase. Data was deductively analyzed based on Schoenfeld’s (2011) ROG framework, as well as inductively analyzed. The results of this study were aligned with Schoenfeld’s (2011) ROG framework. However, the findings of this study also determined ways in which participants relied on each facet of the ROG framework when making instructional decisions (Schoenfeld, 2011). There were both similarities and differences between participant cases when examining their decision-making processes.