03/03/2026
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Scott T. McCue “Using Culturally Responsive Practices to Influence Third-Grade Mathematicians’ Proficiency and Attitudes in Learning Multiplication Problem-Solving."

Candidate: Scott T. McCue
Degree: Doctoral- Ed.D. Leadership in Schooling
Defense Date: Monday, March 16, 2026
Time: 4 p.m.
Location: Via Zoom 
Thesis/Dissertation Title: Using Culturally Responsive Practices to Influence Third-Grade Mathematicians’ Proficiency and Attitudes in Learning Multiplication Problem-Solving

Dissertation Committee

  • Chair: William Goldsworthy, Ed.D., Adjunct Professor, School of Education, University of Massachusetts Lowell
  • Committee Member: Eleanor Abrams, Ph.D., Professor, School of Education, University of Massachusetts Lowell

Abstract
The purpose of this dissertation-in-practice was to investigate the proficiency gap in third grade mathematics among third grade students with a focus on Black mathematicians’ proficiency. This concurrent mixed-methods study employed a quasi-experimental design aligned with improvement science to examine two constructs: student proficiency and student attitude in mathematics. During the six-week Plan-Do-Study Act cycle, mathematics proficiency was measured quantitatively by a pre- and post-Multiplication Proficiency Test, and mathematics attitude was measured by a pre- and post-Elementary School Student Attitude Questionnaire. These two constructs were also measured qualitatively through student observations and semi-structured interviews. The study implemented culturally responsive practices, such as information process strategies, as an intervention to influence students’ proficiency and attitude in mathematics. The results of the study demonstrated that the students who received instruction that integrated information processing strategies into the multiplication lessons increased their proficiency by 21.2% from the pre- to the post-multiplication test. The Black students who learned using information processing strategies improved their proficiency 20.4% from the pre- to the post-multiplication test and experienced a higher rate of change compared to the Black control group. The study also yielded student attitude results which revealed that both the third grade students and the Black students who received the intervention displayed 10% improvement in their pre- to post-questionnaire results which was higher than the students as well as the Black students who did not receive the intervention. Additionally, semi-structured interviews conducted with the Black students conveyed that both students’ proficiency and attitude in mathematics were influenced by culturally responsive practices that provided relevant, interesting, and fun instructional activities that engaged students in their learning. These results and findings led to four recommendations to implement culturally responsive practices to change the instructional, curriculum, and assessment practices students in the local context typically experience in mathematics.

Keywords: proficiency, attitude, culturally responsive practices, information processing strategies, improvement science