Building Math Identity in Elementary School Teachers
Date of Award
2022
Degree Name
Ed.D. in Educational Leadership
Department
Department of Educational Administration
Advisor/Chair
Meredith Wronowski
Abstract
Math anxiety is a problem in the United States which impacts 93% of the population including elementary teachers. Since elementary teachers can pass their math anxiety onto their students, it is important that they reduce their own math anxiety. If time were taken to develop the math identity of elementary school teachers, would it reduce math anxiety for elementary teachers? To ascertain that impact, I conducted a mutual-collaborative action research study. I observed teachers in a graduate math pedagogical course that had a focus on developing math identity. Based on the trends of those observations, I created an action plan to create a new math content course for the graduate program to further develop the math identity of its participants.
Keywords
Mathematics Education
Rights Statement
Copyright © 2022, author.
Recommended Citation
Buck, Nancy Carol, "Building Math Identity in Elementary School Teachers" (2022). Graduate Theses and Dissertations. 7131.
https://ecommons.udayton.edu/graduate_theses/7131
