Mathematical Narratives and Perspectives of Emerging Elementary Educators
Authors
Banks, Stephanie
Date
2023-05
Type
Thesis
Language
Keywords
Alternative Title
Abstract
AN ABSTRACT OF THE DISSERTATION OF
Stephanie M. Banks for the degree of Doctor of Education
Presented on February 9, 2023
Title: Mathematical Narratives and Perspectives of Emerging Elementary Educators
Abstract approved:
February 13, 2023
Annette M. Holba, PhD
Dissertation Chair
This narrative inquiry study explored how emerging elementary educators perceived
their understanding of mathematics learning and teaching as they became elementary
educators. The study considered how past experiences influenced emerging educators’
frames of reference as they began to teach elementary mathematics. Methods consisted
of individual interviews and focus groups with pre-service and in-service elementary
educators. Participants also completed a mathematics self-efficacy inventory. Findings
indicated participants embraced new mathematics strategies and valued mathematics
reasoning over memorization, however, deeply rooted habits of mind, particularly
related to beliefs about mathematics abilities persisted. Participants described
challenges primarily associated with mathematics programs used by their schools and
districts. Furthermore, many participants discussed a practice disconnect between what
they learned in their teacher preparation programs and the realities of being in a
classroom. Teacher educators should acknowledge prior experiences and incoming
beliefs of pre-service teachers and may need to provide opportunities to question and
deconstruct unproductive beliefs and attitudes in the pre-service classroom.
Description
Citation
Chicago