Publication Date
Spring 2026
Degree Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
Advisor
Emily Slusser; Sandra Zuniga Ruiz; Deborah Curtis
Abstract
In 2010, the state of California adopted the Common Core State Standards (CCSS) as an effort to ensure students were graduating high school as college and career ready. Shortly after, in 2013, the California Board of Education adopted the California Math Framework (CMF) as a tool for schools to implement the CCSS for Mathematics (CCSSM). Its recommendations incorporated research-based techniques to alleviate math anxiety through the use of explorative learning experiences that help students understand math skills in applied contexts, and by de-emphasizing rote practice and memorization. This study inquires about the framework’s effectiveness in mitigating math anxiety among pre-service teachers enrolled in teacher preparation courses at a California State University. Results from an online survey adapted from the Mathematics Anxiety Rating Scale Revised (MARS-R) show important findings among students who were educated in the era of the Common Core. While results revealed continued personal anxieties around math assessment, practice, and application, these teacher candidates exhibited confidence regarding their anticipated effectiveness at teaching math concepts to future students. If these future educators can confidently promote mathematical practices that are informed by research, decades long trends of low math achievement among California students can be reversed.
Recommended Citation
Lubbs, Amanda, "Can Curriculum Improve Confidence? Examining the Impact of the Implementation of the California Math Framework on Math Anxiety Levels of Preservice Teachers in California" (2026). Dissertations. 141.
DOI: https://doi.org/10.31979/etd.4fnd-zbrc
https://scholarworks.sjsu.edu/etd_dissertations/141
