Date of Award

5-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School

College of Science and Mathematics

Department/Program

Mathematics

Thesis Sponsor/Dissertation Chair/Project Chair

Mike Munakata

Thesis Sponsor/Dissertation Chair/Project Chair

Eileen Fernandez

Committee Member

Helenrose Fives

Abstract

This study explores the nature of preservice elementary teachers’ mathematics identity and possible selves and identifies shifts in their mathematics identity or possible selves over the course of a place value unit during the semester during a course on mathematics content for elementary teachers. Drawing on narrative identity and possible selves theory, this qualitative multi-case study examined the mathematics identity and possible selves of preservice elementary teachers enrolled in a mathematics content course. Course assignments were used as data sources and included written narratives, future-oriented reflections, drawings, and course artifacts. Individual cases were analyzed, and were followed by a cross-cases analysis to identify similarities and differences among the three cases. Findings indicate that the participants’ mathematics identity as a learner was shaped heavily by their emotional and relational past experiences. However, through their participation in the mathematics content course that used reform-oriented instructional approaches and intentional future-oriented reflection assignments, the participants were able to view mathematics and their role as a future mathematics teacher with a positive and hopeful perspective. They were able to reframe their thinking surrounding mathematics and began to envision and articulate their instructional approaches to support students’ mathematical understanding. The findings contribute to the literature by demonstrating how mathematics identity is evolving and can be constructed through narratives.

File Format

PDF

Download

Share

COinS