Examining Teachers' Involvement in and Perceptions of Summer Mathematics Enrichment Programs

ABSTRACT This exploratory study examined how teachers in North Carolina in the United States provided enhanced summer mathematics enrichment opportunities. Findings indicated that there was a range of mathematics concepts identified as goals for summer programs, great variance in activities, as well as who was invited or allowed to participate. On the whole, teachers and district leaders who participated in this study reported positive outcomes and benefits in hosting summer programs. Implications for practice include a need for more intentional connections between student outcomes from during the school year and the concepts that are emphasized during summer mathematics programs as well as a more focused set of resources to support student learning. Additionally, further research needs to more closely examine specific instances of summer school programs that examine teachers and students' nuanced experiences with specific instructional activities and resources.