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Building Math Identity in Elementary School Teachers

Abstract Details

2022, Doctor of Education , University of Dayton, Educational Leadership.
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.
Meredith Wronowski (Committee Chair)
Thomas Oldenski (Committee Member)
Robin Hummel (Committee Member)
123 p.

Recommended Citations

Citations

  • Buck, N. C. (2022). Building Math Identity in Elementary School Teachers [Doctoral dissertation, University of Dayton]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1657905309411224

    APA Style (7th edition)

  • Buck, Nancy. Building Math Identity in Elementary School Teachers. 2022. University of Dayton, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=dayton1657905309411224.

    MLA Style (8th edition)

  • Buck, Nancy. "Building Math Identity in Elementary School Teachers." Doctoral dissertation, University of Dayton, 2022. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1657905309411224

    Chicago Manual of Style (17th edition)