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Can The Curse Be Reversed?: An Action Research Study Of The Effect Of Constructivist-Aligned Instructional Strategies And Practices On The Mathematical Identity Development Of Fifth- Grade Students, Jennifer J. Ledbetter
Can The Curse Be Reversed?: An Action Research Study Of The Effect Of Constructivist-Aligned Instructional Strategies And Practices On The Mathematical Identity Development Of Fifth- Grade Students, Jennifer J. Ledbetter
Theses and Dissertations
The aim of this mixed-methods action research study was to determine how my fifth-grade students were impacted by negative mathematical identity and/or math anxiety and to uncover the impact of constructivist-aligned instructional strategies on students’ mathematical identity. Grounded in a theoretical framework based on constructivist learning theory, identity theory, and communities of practice, the study used a convergent mixed-methods action research approach to investigate the following research questions:
How does negative mathematical identity and/or math anxiety impact my students? 2) What classroom practices contribute to the development of negative mathematical identity and how can those practices be replaced? 3) How …