Date of Award


Degree Type

Doctoral Dissertation

Degree Name

Doctor of Education in Educational Leadership (Ed.D.)




A dissertation in the Isabelle Farrington College of Education and Human Development presented in partial fulfillment of the requirements for the degree of Doctor of Education.

Committee Chair

Suzanne Marmo-Roman, Ph.D.

2nd Reader

T. Lee Morgan, Ph.D.

3rd Reader

William Manfredonia


In the rapidly changing world, schools must prepare students for jobs and careers that may not exist today. Mathematics is one of the core subject areas that help students prepare to meet the demands of the 21st-century. When students are proficient in mathematics, they have the opportunity to build problem-solving skills. Learning mathematics helps students find solutions to a problem logically and develop analytical thinking skills. However, many students struggle with mathematical content and concepts during math lessons and learning activities. Teachers need to create practical age-appropriate lessons focusing on problem-solving skills to help students who fear math and experience math anxiety. Skilled teachers make a difference, especially when working with students who have different learning styles and abilities. Engaging students in meaningful math learning activities in the early years of schooling is necessary because it helps them create a solid foundation for future success in mathematics and life. This Improvement Science Dissertation in Practice study aimed to analyze the effects of self-regulation and mathematical mindsets development of middle school students to reduce feelings of fear and anxiety when learning mathematics.

Creative Commons License

Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.



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