Date of Conferral

1-29-2026

Date of Award

January 2026

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Patricia Anderson

Abstract

The problem for this study was that mathematics preparation for students in K–3 classrooms often does not lead to mathematics proficiency for third grade students. Guided by Wigfield’s expectancy value theory, the purpose of this qualitative study was to explore teachers’ perspectives of children’s expectations and values related to mathematics and challenges teachers describe in supporting children’s mathematics achievement. Data were collected through 12 semistructured interviews with K–3 teachers in in a public school district in the eastern United States. Thematic analysis using open coding resulted in six themes which indicated that teacher beliefs and expectations are associated with mathematics knowledge; students hold beliefs, experiences and expectations associated with mathematics knowledge and ability levels; students' mathematics challenges affect their ability to achieve mathematics proficiency within grades K–3 ; classroom measures are in place to help students better understand the subject of mathematics; family influences are associated with students’ behaviors and success in mathematics; and teachers have expertise and knowledge regarding mathematics. Results of this study revealed that teachers are aware of motivational factors affecting students’ beliefs and expectations in mathematics. Further study is recommended to determine levels of achievement expectancy among students in 4th to 8th grade. Positive social change may result when teachers’ perspectives of students’ mathematics challenges are understood, and teachers use motivational strategies to help students achieve mathematics proficiency which will enable them to be successful and productive citizens throughout life.

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