The Context of Mathematics Experience of Early Childhood and Elementary Teachers Who Dislike Mathematics

• In Event: 66.049 - The Integration of Math and Science for Culturally Responsive Teaching

Abstract

This narrative inquiry examined the mathematics experiences of 11 preservice and in-service early childhood and elementary teachers who disliked mathematics. Narrative and thematic analysis of their stories revealed that participants’ mathematics experience took place almost exclusively in the mathematics classroom and that teachers played a central role in that experience. An understanding of the mathematics experiences of early childhood and elementary teachers who dislike mathematics will enable college mathematics instructors to develop and conduct classes to encourage mathematical growth. It will also help future teachers to understand their own mathematics experiences, build on the positive experiences, and avoid the repetition of any negative experiences.

Author

• Barbara L Johnson, Indiana University - IUPUI