Using a variety of teaching strategies in the high school math class

This capstone examines how using many different teaching strategies, primarily opening and closing activities, writing, and cooperative learning helps high school students learn mathematics. For the majority of my teaching career, I mainly taught mathematics by going through examples with the class and then assigning the students problems to work on. This is described as the traditional method in my study. Authors such as The National Council of Teachers of Mathematics, David Johnson, and Sutton and Krueger provided key information throughout the study. The research was a generic qualitative study as described by Merriam and involved surveying a group of Algebra 2 students after different teaching strategies were incorporated. The results, as determined by surveys, interviews, and grade examinations, were increased understanding and engagement