Cultivating a Collaborative Community of Mathematicians: Integrating Guided Mathematics into Daily Instruction An Action Research Report Catherine M. Kolb and Drew A. Rohl St. Catherine

The purpose of this investigation was to examine the effects of differentiated guided mathematics instruction on students’ achievement, motivation, and engagement in mathematics. The study was conducted over a four-week period in a third-grade classroom in the southeast region of the United States, as well as a fifth-grade mathematics classroom in the Midwest region of the United States. Data collection methods included a student feedback system utilizing a Likert scale rating, curriculum-based pre- and post-tests, weekly student self-assessments, researcher rating scales, checklists, and observational notes. The results of the study indicated overall increases in student motivation, engagement, and academic achievement in mathematics at both the third and fifth-grade levels. Both researchers will continue to use the guided mathematics framework in their classrooms, with more flexibility allowed in the instruction, to continue investigating how to increase student mathematical achievement, motivation, and engagement further within the given framework