Date of Award


Document Type


Degree Name

Doctorate of Education, Ed.D.


College of Education



First Advisor

John Mendes, Ed.D.

Second Advisor

Donna Eastabrooks, Ph.D.

Third Advisor

Rinyka Allison, Ed.D.


Secondary mathematics classrooms of the twenty-first century did not appear to be much different than they were 10 or 20 years ago. The familiar structures and strategies of two or more decades ago used by modern mathematics teachers were in spite of drastic changes to the challenges students faced when leaving the classrooms. Achievement in mathematics in the United States declined and students’ needs were more diverse than ever. Teachers needed a differentiation strategy to address the wide range of students’ abilities within their classrooms while effectively engaging all students in rigorous mathematics. This study focused on constructivist learning theory, growth mindset, and differentiating instruction to explore a relationship between implementing the Math Workshop Model, a strategy to differentiate instruction while also providing equitable opportunities for experiencing rigorous mathematics, and students’ academic achievement and mindset in sixth-grade mathematics. A quantitative study was used to measure the effects of implementing the Math Workshop Model in sixth-grade mathematics in an urban school district and collect and compare achievement data from students in classes where the Math Workshop Model was implemented to students where the Math Workshop Model was not implemented. In addition, a mindset survey was administered to determine if the equitable environment created by implementing the Math Workshop Model affected students’ mindset.

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