Mathematics Teachers' Perceptions of Effective Instructional Practices and Engaging the iGeneration

Abstract

The purpose of this study was to examine 3rd through 5th grade mathematics teachers' demographic information and investigate their perceptions regarding effective instructional practices and their abilities to use technology as an instructional tool in the mathematics classroom in a southern state in the United States. The study revealed that, overall, teachers had positive perceptions about effective instructional practices and their abilities to use technology as an instructional tool in the mathematics classroom. Additionally, there were statistically significant differences found among demographic variables based on the teachers' responses to certain statements from the online survey. The findings in this study provided information for administrators in one Central Mississippi school district to increase student engagement and improve statewide test scores in mathematics.