First Advisor

Harding, Jenni

First Committee Member

Rose, Brian

Second Committee Member

Kang, Hyun Jung

Third Committee Member

Novak, Jodie

Degree Name

Doctor of Education

Document Type

Dissertation

Date Created

12-2025

Department

College of Education and Behavioral Sciences, Teacher Education, Teacher Education Student Work

Abstract

Pre-service elementary teachers (PSTs) have often exhibited high levels of math anxiety, which can negatively influence their confidence, learning, and future teaching in mathematical settings. The purpose of this phenomenological case study was to understand the influences an intervention focused on growth mindset and mindfulness-based practices has on preservice elementary school teachers’ perceptions of mathematics at a mid-sized university in the Rocky Mountain Region of the United States, and sought to answer the following questions: Q1 Does a joint mindfulness-based and growth mindset intervention impact pre-service teachers’ levels of math anxiety? Q2 What were pre-service elementary teachers’ experiences with a mindfulness and growth mindset intervention in a mathematics or mathematics method course specifically designed for pre-service elementary teachers? Q2a What was the nature of the impacts of the intervention on students’ experience of math anxiety, perception of math, and their mindset about their abilities to learn math? Q2b What was the nature of their intentions with respect to the mindfulness and growth mindset intervention in their future teaching practice? Q3 What were instructors’ experiences in implementing a mindfulness and growth mindset intervention in a mathematics or mathematics method course specifically designed for pre-service elementary teachers? Q3a What was the nature of the impacts of the intervention on instructors’ experience of math anxiety, perception of math, and their mindset about their abilities to learn and teach math? Q3b What was the nature of their intentions with respect to the mindfulness and grow mindset intervention in their own teaching practice moving forward? Grounded in situated learning theory, the intervention integrated an adapted mindfulness curriculum with growth mindset principles to promote awareness, emotional regulation, and positive attitudes toward mathematical learning. This study adopted a mixed-methods approach with a total of 33 participants made up of PSTs and their instructors. Quantitative data were collected through pre- and post-intervention surveys measuring math anxiety, mindfulness, and mindset. Qualitative data from student and instructor interviews provided insights into participants’ experiences and perceptions. Results indicated marginal reductions in math anxiety levels and perceived improvements in mindfulness and growth-oriented thinking. The findings suggested that integrating mindfulness and growth mindset practices may be an effective approach for mitigating math anxiety in teacher preparation programs. Implications for teacher education, limitations, and future research directions are discussed.

Abstract Format

html

Keywords

math anxiety; mindfulness; growth mindset; pre-service teachers; phenomenological case study

Language

English

Extent

226 pages

Rights Statement

Copyright is held by the author.

Digital Origin

Born digital

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