Alignment of the Eight Instructional Design Principles: Effective Mathematics Instruction and District Adopted Math Programs

Date of Award


Document Type

Research Project

Degree Name

Master of Education (MEd)


Educational Leadership


In Maine, recent statewide testing showed a 3% increase in students who are partially or substantially below proficient in mathematics. Maine teachers are essential contributors to students’ paths to higher achievement. The purpose of this study was to investigate how Maine teachers’ beliefs of effective instruction and adopted math programs align with the Eight Research-Based Instructional Design Principles. An electronic survey was sent to 1,091 potential participants who are grade one, two, and three teachers in Maine. Fifty participants responded and, the researcher evaluated teacher habits of using effective instruction and the structure of math programs to provide opportunities to use these effective instructional practices. Findings reveal many inconsistencies between teacher use of effective mathematical instructional practices and structures of math programs to support the practices.


Affiliation: RSU 54/MSAD 54