University of Nebraska‑Lincoln releases two dissertations on math education research

Kimia Akhavein's dissertation at the University of Nebraska‑Lincoln examined how parents' math anxiety influences parenting behaviors and, in turn, children's math achievement and anxiety. The study found that higher parent math anxiety was linked to more controlling parenting, while autonomy‑supportive parenting was associated with higher child achievement and controlling behavior with lower achievement. No direct relationship was observed between parent anxiety and children's math anxiety.

Ashley Struebing's dissertation investigated middle‑school math teachers' cognitive factors and their use of culturally responsive teaching (CRT) practices. Using a cross‑sectional design, the research showed that CRT professional‑development support, teachers' self‑efficacy, and outcome‑expectancy beliefs each predicted more frequent use of CRT practices, though specific efficacy components were not significant. Outcome expectancy did not moderate the self‑efficacy‑practice relationship. Both dissertations were submitted to UNL's Graduate College in May 2024 and May 2026 respectively.