Abstract
This study is a narrative identity analysis using life history methodology. Thirty-eight Adult Basic mathematics and numeracy teachers shared their mathematical journey and their classroom perceptions, beliefs, knowledge, and practices. Their stories were summarized and analyzed using narrative identity analysis. There were four themes that emerged from their stories that revealed their mathematical self-identity and four themes that described their mathematics instruction. The stories of ABE math instructors’ math journey were linked to theories, studies, and research in the fields of psychology, anthropology, sociology, and education.
Degree Date
Fall 11-14-2023
Document Type
Dissertation
Degree Name
Ph.D.
Department
Teaching and Learning
Advisor
Candace Walkington
Second Advisor
Mary Ann Cairns
Third Advisor
Meredith Richards
Fourth Advisor
Quentin Sedlacek
Fifth Advisor
Lynda Ginsburg
Subject Area
Education, Mathematics, General/Other
Number of Pages
217
Format
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
Istas, Brooke, "HIDDEN TEACHERS: STORIES OF ADULT BASIC MATH AND NUMERACY EDUCATORS IN THE UNITED STATES" (2023). Teaching and Learning Theses and Dissertations. 20.
https://scholar.smu.edu/simmons_dtl_etds/20
