Term

Spring 2024

Capstone

Dissertation

Degree Name

EdD

Primary Advisor/Dissertation Chair

Trish Harvey

Abstract

The student-teacher relationship impacts student confidence and achievement. Many factors such as race, gender, language learning, and special education were researched as they influence this relationship. This research focused on using a correlational case study to determine how the student-teacher relationship influences the mathematics confidence of students when social-emotional supports and learning are implemented. Data collection methods involved using a Likert scale and interviews with the teacher. For the students, data collection was a Likert scale, number sense assessment, interviews, and anecdotal notes. The participants were a kindergarten teacher and 18 of her students from a diverse, midwestern suburban school in a metropolitan area. Findings suggested that other external factors influence the relationship which include power struggles and anxiety. All of these factors can also influence student confidence and achievement. Because of the different external factors, support looks different from student to student. Social-emotional learning did not necessarily impact the student-teacher relationship because of the complexities of the structure of school and the student’s school day. Areas of future research include continuing to work with the same students and teacher as the year progresses to determine the impact of social-emotional learning on the mathematics confidence of students and, as they progress through school, continuing to study the same group of students and how their relationships with their teachers influence their mathematics confidence and abilities.

Keywords

Achievement, Community Building, Mathematics, Motivation

dc_type

text

dc_publisher

DigitalCommons@Hamline

dc_format

application/pdf

dc_source

School of Education Student Capstone Theses and Dissertations

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