This thesis examines the effectiveness of providing in classroom (push-in model) support for learners struggling with mathematics. Using a collaborative teaching model between the classroom teacher and the Learning Assistant Resource Teacher, two aspects were examined in children from grades four to seven: 1) Change in Growth Mindset as measured by a growth-mindset self-rating scale pre and post intervention and students’ reflections and 2) The experiences of teachers during the implementation of a collaborative push-in model intervention. The children who received the intervention showed important changes in their mindset as suggested by the increasing scores in the growth mindset questionnaires from pre- to post-intervention, and the difference was statistically significant as revealed by a paired sample t-test. Their growth mindset was corroborated by their journals entries. Examination of the teachers’ collaborative experience revealed that collaborations facilitated curriculum alignment, timely language scaffolding in math, and variation within the learning environment. It also improved curriculum scope, sequence, and learning continuity. Moreover, it afforded flexibility in timing and organization of the learning environment. The importance of this study directly relates to the issues of inclusion and providing effective services to students.
