Date on Master's Thesis/Doctoral Dissertation

5-2024

Document Type

Doctoral Dissertation

Degree Name

Ph. D.

Department

Elementary, Middle & Secondary Teacher Education

Degree Program

Curriculum and Instruction, PhD

Committee Chair

Bay-Williams, Jennifer

Committee Co-Chair (if applicable)

Marin, Katherine

Committee Member

Wooten-Burnett, Stefanie

Committee Member

McGatha, Maggie

Author's Keywords

Mathematics education; urban teacher residency; mathematical identity; trauma-informed care; mathematics teacher education; trauma-informed practices

Abstract

Urban Teacher Residency (UTR) models prepare teachers to specialize in urban education. All teacher candidates, including those in UTR programs, have experiences and emotions that shape their mathematics identities. These identities can impact both the residents’ mathematics instruction and the experiences of their students. This study examines how residents’ mathematics identities developed as they participated in a Mathematics for Elementary Teachers (MET) course. To support this development, trauma-informed care (TIC) practices were embedded within the course. Such practices were designed to help residents process and heal from any potential mathematics trauma as they prepared to be teachers. This dissertation study uses a multiple-case study design to explore how residents with and without mathematics trauma connected these TIC practices to the development of their mathematics identity. Ultimately, this study found that TIC is an effective framework to promote the development of mathematics identities for residents with and without mathematics trauma.

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