Georgia State University ScholarWorks @ Georgia State University Early Childhood and Elementary Education Early Childhood and Elementary Education Dissertations Department Spring 5-17-2019 A Different Story of Beliefs: Preparing Elementary Mathematics Specialists (as-Subjects) and Reconceptualizing Teacher Beliefs(- Entangled) Kayla Myers Follow this and additional works at: https://scholarworks.gsu.edu/ece_diss Recommended Citation Myers, Kayla, "A Different Story of Beliefs: Preparing Elementary Mathematics Specialists (as-Subjects) and Reconceptualizing Teacher Beliefs(-Entangled)." Dissertation, Georgia State University, 2019. https://scholarworks.gsu.edu/ece_diss/46 This Dissertation is brought to you for free and open access by the Early Childhood and Elementary Education Department at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Early Childhood and Elementary Education Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. ACCEPTANCE This dissertation, A DIFFERENT STORY OF BELIEFS: PREPARING ELEMENTARY MATHEMATICS SPECIALISTS (AS-SUBJECTS) AND RECONCEPTUALIZING TEACHER BELIEFS(-ENTANGLED), by KAYLA MYERS, was prepared under the direction of the candidate’s Dissertation Advisory Committee. It is accepted by the committee members in partial fulfillment of the requirements for the degree, Doctor of Philosophy, in the College of Education and Human Development, Georgia State University. The Dissertation Advisory Committee and the student’s Department Chairperson, as representatives of the faculty, certify that this dissertation has met all standards of excellence and scholarship as determined by the faculty. _________________________________ _________________________________ Susan Swars Auslander, Ph.D. Stephanie Z. Smith, Ph.D. Committee Co-Chair Committee Co-Chair _________________________________ _________________________________ Sarah Bridges-Rhoads, Ph.D. David Stinson, Ph.D. Committee Member Committee Member _________________________________ Date _________________________________ Lynn Hart, Ph.D. Chairperson, Department of Early Childhood and Elementary Education _________________________________ Paul A. Alberto, Ph.D. Dean, College of Education and Human Development AUTHOR’S STATEMENT By presenting this dissertation as a partial fulfillment of the requirements for the advanced degree from Georgia State University, I agree that the library of Georgia State University shall make it available for inspection and circulation in accordance with its regulations governing materials of this type. I agree that permission to quote, to copy from, or to publish this dissertation may be granted by the professor under whose direction it was written, by the College of Education and Human Development’s Director of Graduate Studies, or by me. Such quoting, copying, or publishing must be solely for scholarly purposes and will not involve potential financial gain. It is understood that any copying from or publication of this dissertation which involves potential financial gain will not be allowed without my written permission. KAYLA MYERS NOTICE TO BORROWERS All dissertations deposited in the Georgia State University library must be used in accordance with the stipulations prescribed by the author in the preceding statement. The author of this dissertation is: Kayla Daffinson Myers Department of Early Childhood and Elementary Education College of Education and Human Development Georgia State University The directors of this dissertation are: Susan Swars Auslander and Stephanie Z. Smith Department of Early Childhood and Elementary Education College of Education and Human Development Georgia State University Atlanta, GA 30303 CURRICULUM VITAE Kayla Myers ADDRESS: 4454 Fitzpatrick Way Norcross, GA 30092 EDUCATION: PhD 2019 Georgia State University Early Childhood and Elementary Education MEd 2011 Georgia State University Early Childhood Education BSE 2009 Georgia State University Early Childhood and Special Education PROFESSIONAL EXPERIENCE: 2014–present Graduate Research and Teaching Assistant Georgia State University 2011–2014 Teacher (5th grade) Gwinnett County Public Schools 2009–2011 Interrelated Special Education Teacher (4th/5th grade) Cobb County School District SELECT PRESENTATIONS AND PUBLICATIONS: Myers, K. D., Swars Auslander, S. L., Smith, S. Z., & Smith, M. E. (in review). Prospective Elementary Mathematics Specialists’ classroom implementation: Support and mentorship during an authentic residency. Journal of Mathematics Teacher Education. Myers, K. D., Swars Auslander, S. L., Smith, S. Z., Smith, M. E., & Fuentes, D. (in press). Developing the pedagogical capabilities of Elementary Mathematics Specialists during a K-5 mathematics endorsement program. Journal of Teacher Education. Cannon, S. O., & Myers, K. D. (2019, Feb). Collaboration in elementary mathematics teacher education: Navigating and connecting mathematics, teaching, and teacher beliefs. Brief Report at the Association of Mathematics Teacher Educators Annual Meeting, Orlando, FL. Myers, K. D. (2018). Preparing Elementary Mathematics Specialists (as-subjects) and reconceptualizing teacher beliefs (as-entanglement). In T. E. Hodges, G. J. Roy, & A. M. Tyminski (Eds.), Proceedings of the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 414–417). Greenville, SC: University of South Carolina & Clemson University. Myers, K. D., & Cannon, S. O. (2018). Looking inward: (Re)negotiating and (re)navigating mathematics, teaching, and teacher beliefs. In T. E. Hodges, G. J. Roy, & A. M. Tyminski (Eds.), Proceedings of the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 779–782). Greenville, SC: University of South Carolina & Clemson University. Swars, S. L., Smith, S. Z., Smith, M. E., Carothers, J., & Myers, K. D. (2018). The preparation experiences of Elementary Mathematics Specialists: Examining influences on beliefs, content knowledge, and teaching practices. Journal of Mathematics Teacher Education, 21(2), 123– 145. Myers, K. D., Bridges-Rhoads, S., & Cannon, S. O. (2017). Reflection in constellation: Post theories, subjectivity, and teacher preparation. Journal of Early Childhood Teacher Education, 38(4), 322–337. Myers, K. D., Cannon, S. O., & Bridges-Rhoads, S. C. (2017). Math is in the title: (Un)learning the subject in qualitative and post qualitative inquiry. International Review of Qualitative Research, 10(3), 309–326. Jacobs, T. G., Smith, M. E., Swars Auslander, S., Smith, S. Z., & Myers, K. D. (2017). Examining effects of implementing an edTPA task in an elementary mathematics methods course. Mathematics Teacher Educator, 6(1), 40–51. Myers, K. D., & Venuto, N. (2017, Feb). Mentoring Elementary Mathematics Specialists in their transition from the university to the classroom. Poster Presentation at the Association of Mathematics Teacher Educators Annual Meeting, Orlando, FL. Cannon, S. O., & Myers, K. D. (2016). Radical reconfiguring(s) for equity in urban mathematics classrooms: Lines of flight in Mathematics and the Body: Material Entanglements in the Classroom. Journal of Urban Mathematics Education, 9(2), 185–194. Myers, K. D. (2016). Keeping the welcome sign lit: A review of Building Mathematics Learning Communities: Improving Outcomes in Urban High Schools. Journal of Urban Mathematics Education, 9(1), 117–123. Myers, K. D., Swars Auslander, S. L., & Smith, S. Z. (2016). Crossing the university border: Supporting elementary mathematics specialists’ shifting pedagogy during an authentic residency course. In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 387–390). Tucson, AZ: The University of Arizona. Cannon, S. O., Myers, K. D., & Cross, S. B. (2016). Mathematics as (double) gatekeeper, student as bordercrosser: A case study. In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 929). Tucson, AZ: The University of Arizona. PROFESSIONAL SOCIETIES AND ORGANIZATIONS 2019 National Council of Teachers of Mathematics (NCTM) 2019 North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) 2019 American Educational Research Association (AERA) 2019 Association of Mathematics Teacher Educators (AMTE) 2019 Pi Lambda Theta International Honors Society A DIFFERENT STORY OF BELIEFS: PREPARING ELEMENTARY MATHEMATICS SPECIALISTS (AS-SUBJECTS) AND RECONCEPTUALIZING TEACHER BELIEFS(-ENTANGLED) by KAYLA MYERS Under the Direction of Susan Swars Auslander and Stephanie Z. Smith ABSTRACT Teacher beliefs have long been a focus in mathematics education research as well as the broader field of education. One basic rationale for this emphasis has been to understand potential relationships between teacher beliefs about mathematics teaching and learning and enacted instructional practices, with recent research complicating these findings, suggesting beliefs are more complex with less of a linear relationship (e.g., Fives & Buehl, 2012; Skott, 2015a). In this study, rather than attempting to define teacher beliefs or dispute their influence, teacher beliefs are