Graduation Year
2026
Document Type
Dissertation
Degree
Ed.D.
Degree Name
Doctor of Education (Ed.D.)
Degree Granting Department
Language, Literacy, ED.D., Exceptional Education, and Physical Education
Major Professor
Bárbara C. Cruz, Ph.D.
Committee Member
Jennifer Bay-Williams, Ph.D.
Committee Member
Sarah Kiefer, Ph.D.
Committee Member
Veselina Lambrev, Ph.D.
Keywords
Math Identity, Math Teaching Anxiety, Math trauma, Self-efficacy
Abstract
Math anxiety is a complex issue that affects students and teachers. It has been researched for decades, but the focus has often been on addressing math anxiety in students, while finding solutions to support elementary teachers experiencing math anxiety has been overlooked. This study fills a gap in existing research by shedding light on math anxiety in elementary education and highlighting ways to address it by leveraging existing structures that support professional development. This qualitative narrative inquiry explores the experiences of four elementary educators who identify as math-anxious and how they report that math anxiety impacts their confidence in teaching mathematics. The research draws from the lived experiences recounted by four participants who have taught all subjects in an elementary setting, each for more than a decade. The study focused on how participants describe their relationship with mathematics, the nature of their math anxiety, and their proposed solutions for improving elementary educators’ confidence in teaching mathematics. This study was developed as a basis for exploring potential professional learning solutions for elementary educators who experience math anxiety, empowering them to become more competent and confident in teaching mathematics.
A key finding of this study is that participants’ experiences learning mathematics were influenced by psychological and physical aspects of the learning environment. As a scholarly practitioner and elementary education consultant, these findings will influence my practice as I develop content and curate safe learning environments to address math anxiety while improving math instruction.
Scholar Commons Citation
Peart Crayton, Deborah, "Understanding Math-Anxious Teachers' Stories of Comfort, Competence, and Confidence with Learning and Teaching Mathematics" (2026). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/11385
