Causes of Declining Math Performance in Elementary Grades

Introduction and Statement of the Problem

The problem of interest to this proposed study concerns a significant issue in elementary education: the sustained decrease in students' mathematics performance between lower and upper elementary grades in recent years. Although this decline in mathematics performance has been attributed to various factors, the research to date confirms that the COVID-19 pandemic has had significant adverse effects on mathematics achievement among elementary school students in the United States (Oostdam et al., 2024). Indeed, significant learning delays were experienced by many young learners as school closures and the rapid transition to remote learning disrupted traditional educational practices, leaving many students struggling to grasp mathematical concepts without in-person classroom instruction (Oostdam et al., 2024).

The lack of face-to-face interactions with teachers and peers, due to varying lengths of state-level lockdowns, hindered collaborative learning and immediate feedback—both of which are crucial for developing mathematical skills. In this regard, Jason (2024) emphasizes that "In March 2020, the nationwide response to the COVID-19 global pandemic was to close all schools, disrupting the educational process for students, which may have caused significant learning loss, particularly in elementary mathematics" (p. 172).

While longitudinal studies are needed to evaluate this diminished performance level with greater precision, what is known for certain is that even prior to the onset of the COVID-19 pandemic and the subsequent school closures, the nation's youth were experiencing a sustained decline that warrants the attention of parents, policymakers, and educators alike (Reading and Mathematics Scores for 9-Year-Olds Decline during Pandemic, 2022).

In addition, the digital divide exacerbated existing inequalities, with some students lacking access to necessary technology or reliable internet connections for online learning (Cheung et al., 2023). As a result, many elementary school students experienced learning losses in mathematics, with some studies indicating that students fell behind by several months during the height of the pandemic compared to typical academic progress in previous years (Boughammer, 2023). These learning losses are difficult to make up, and an entire generation of young learners is confronted with the ongoing challenge of catching up with their counterparts from previous generations.

Further, the adverse impact of the pandemic has been especially pronounced among students from disadvantaged backgrounds, potentially widening achievement gaps and creating long-term challenges for mathematics education in the United States. With a focus on 1st to 2nd grade and 3rd to 5th grade, the current observation is that there is a considerable decline in the mastery of mathematical skills when students transition to upper elementary school—an issue that forms the basis for the research problem discussed further below.

The Research Problem

The specific problem to be studied is the evident disparity in students' mathematics performance in lower elementary grades (1st and 2nd) compared to their performance in upper elementary grades (3rd to 5th). Several studies have indicated that mathematical competence is a crucial factor in children's academic success and future career opportunities, making this decline a significant concern for parents, teachers, and lawmakers alike (Ramirez et al., 2022). Despite this growing body of evidence, there is still a lack of understanding about why this achievement gap is occurring and how it can be most effectively addressed (Ryan et al., 2021).

Background, Justification, and Study Design

Background and Justification

Recent research has shown that students' ability to grasp mathematical concepts significantly impacts their academic progress and future career prospects (Ramirez et al., 2013). One study found that strong early math skills are a robust predictor of later academic achievement—even more so than early reading skills (Duncan et al., 2007). No one questions the importance of math skills, but there is a noticeable decline in these skills among students as they progress from lower to upper elementary school (Salters, 2019). There remains a need for more in-depth exploration of the causes of this decline, its potential consequences, and the most effective interventions (Fyfe et al., 2012).

Deficiencies in the Evidence

Although there is evidence of this problem, there is a deficiency in the literature regarding why it occurs (Salters, 2019). Current research tends to focus more on the existence of the problem rather than its underlying causes or potential solutions. There is a need for comprehensive research to explore factors such as curriculum design, teaching methodologies, student engagement, and possible cognitive developmental factors that might contribute to this decline. Further exploration of this topic will add to the literature by offering insights into the causes of the observed decline and suggesting potential interventions to mitigate it (Niemivirta et al., 2024).

Audience

The primary audience for this research will be elementary-level mathematics educators, curriculum developers, and policymakers in the field of elementary education. Parents and guardians would also benefit from understanding this issue in order to support their children's mathematical learning at home.

Setting of the Study

The study will be conducted in elementary schools across diverse districts in the United States, focusing on students transitioning from lower elementary (1st and 2nd grades) to upper elementary (3rd to 5th grades). This setting will allow for a comprehensive examination of the decline in mathematics performance across different demographics and educational environments. The research will involve classroom observations, analysis of student performance data, and interviews with teachers, students, and parents.

By encompassing a range of primary school settings—from urban to rural and across varying socioeconomic backgrounds—the study seeks to present a holistic view of the multiple antecedent factors contributing to the current mathematics achievement gap among elementary students in the United States. This timely, evidence-based information can then be used to identify and implement specific interventions that address the achievement gap in meaningful ways.

Researcher's Role

As the primary investigator, the researcher will be responsible for designing and implementing the study, collecting and analyzing data, and objectively interpreting the results. The researcher will collaborate with school administrators to gain access to classrooms and student performance records while ensuring that all ethical guidelines and privacy regulations are strictly followed (Kwame & Petrucka, 2024).

The researcher will also conduct structured interviews with teachers, students, and parents to gather qualitative data on perceptions and experiences related to mathematics education. Throughout the study, the researcher will maintain objectivity and adhere to rigorous scientific methods to ensure the validity and reliability of the findings. All appropriate institutional review board approval will be obtained as necessary. The researcher's role will further involve synthesizing the collected data to identify patterns, draw conclusions, and propose evidence-based interventions to address the observed decline in mathematics performance.

Purpose of the Study

The purpose of this study is to explore the relationship between teacher perspectives, instructional strategies, and student performance within different educational contexts—in order to identify the causes of the decline in mathematics performance and, based on the findings, propose potential interventions. These findings could contribute substantially to improving teaching methodologies and curriculum design, ultimately achieving better student outcomes in elementary mathematics education.