An Exploration of Mathematical Mindset of Female Novice Early Childhood Teachers

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dc.contributor.advisorCuddapah, Jennifer L. Ed.D.
dc.contributor.authorSwire, Katherine
dc.contributor.departmentEducationen_US
dc.contributor.programOrganizational Leadershipen_US
dc.date.accessioned2020-04-23T02:21:51Z
dc.date.available2020-04-23T02:21:51Z
dc.date.issued2020-04-20
dc.description.abstractBeliefs about mathematical ability and skills in learning mathematics are sparked from students’ earliest school experiences. Early childhood teachers need to feel confident about their skills in teaching mathematics in order to improve student achievement as well as serve as role models for the next generation of elementary teachers. This qualitative study examined the connections between mathematical mindset and self-efficacy of nine female early childhood teachers and their mathematics instruction and students’ mathematics achievement. Novice teachers’ responses to interviews, a survey, their journal entries, and participation in a focus group were examined to understand their perceptions and beliefs about mathematics instruction and abilities. Student achievement data for mathematics were also analyzed for each teacher participant. Individual and cross participant analysis resulted in four salient findings: (1) Novice teachers wanted to give their students a different mathematics experience than the one they had; (2) A variety of factors impacted novice teachers’ instructional experiences and influenced their mindset; (3) Novice teachers held an unconscious bias related to gender and mathematics; and (4) Although novice teachers stated they have a growth mindset, their actual mindset is not indicative of being fully growth-oriented. Implications for future practice and research include considering the path to growth mindset as being one that evolves over time, and novice teachers require induction and other professional development supports to build capacity. Growth mindset, particularly in mathematics, has an impact on the self-efficacy of teachers who, in turn, impact their students.en_US
dc.format.extent178 pagesen_US
dc.genreDissertationen_US
dc.identifierdoi:10.13016/m2ssbr-ryyk
dc.identifier.urihttp://hdl.handle.net/11603/18219
dc.language.isoen_USen_US
dc.relation.isAvailableAtHood College
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjectMathematicsen_US
dc.subjectMindseten_US
dc.subjectNovice Teacheren_US
dc.subjectFemale Teacheren_US
dc.subjectEducationen_US
dc.subjectMathematics Educationen_US
dc.subjectEarly Childhooden_US
dc.titleAn Exploration of Mathematical Mindset of Female Novice Early Childhood Teachersen_US
dc.typeTexten_US

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