Date of Award
Spring 2025
Degree Type
Dissertation/Thesis
Degree Name
Doctoral Degree in SECONDARY AND MIDDLE GRADES MATHEMATICS EDUCATION
Committee Chair/First Advisor
Dr. Belinda Edwards
Second Advisor
Dr. Darolyn Flaggs
Third Advisor
Dr. Guichun Zong
Abstract
This study investigated the support structures implemented with new mathematics teachers to help them build relational pedagogy with their students to determine their effectiveness. The literature review examines topical research, gaps in literature and theoretical frameworks to justify the study. The case study investigated new math teachers and their processes of building positive teacher-student relationships using the support structures that they were taught on their way to becoming a teacher. Math teachers were interviewed to find any common themes across the study and find out what is truly working or not working so that the process can be improved. Another goal of the study was to find out how impactful these relationships are on the job satisfaction of math teachers and if it helps keep them in the classroom. This study found that some support structures are being put into place, but there needs to be more done on the local level to better prepare mathematics teachers to enter the classroom and begin building relational pedagogy with their students.
Included in
Curriculum and Social Inquiry Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Secondary Education Commons, Secondary Education and Teaching Commons