Investigation of accelerated mathematics program

This descriptive case study investigated the Accelerated Mathematics (AM) program at one Mississippi elementary school. The study investigated whether the program was being implemented as advocated by its developers; students' mathematics scores on standardized achievement tests; what key informants said about the program; how the program was monitored; and the attitudes of teachers towards the AM program. Mixed methods—qualitative and quantitative—were used to collect, analyze, and interpret data. Research methods included document review, field observation, surveys, and interviews.; The investigation yielded a number of interesting findings about the AM program ranging from implementation to key informants' comments about the impact of the to key informants' comments about the impact of the program. Findings showed: adherence to the program's procedural components was partial; standardized achievement test scores increased for students (but the results were inconclusive because AM was not the only mathematics program in place in the classroom); teachers were positive in their attitudes toward the program; and teachers believed the program motivated students and meshed well with the state curriculum benchmarks.