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Resha Hissen Ed.D., is a 2026 graduate of the Ed.D. program in Educational and Professional Practice at Antioch University.

Dissertation Committee:

Kimberly Hardy, Ed.D., Committee Chair 

Susan Dreyer Leon, Ed.D., Committee Member

Richard Kahn, Ph.D., Committee Member

Keywords

Math education, K-12 education, educator, autoethnography, feminist theory, social emotional learning (SEL), math anxiety

Document Type

Dissertation

Publication Date

2026

Abstract

Math anxiety occurs when individuals experience fear and stress while engaging in mathematical tasks (Lopez-Ramírez et al., 2025). While math anxiety is often examined through its impact on students, this autoethnography explores it through the lived experience of a Middle Eastern female mathematician and educator. Grounded in social-emotional learning (SEL) and feminist theory, this study investigates how personal, cultural, and gender-related experiences of mathematical trauma have shaped the author’s pedagogical approach. By tracing a personal journey from anxiety and emotional suppression to empowerment and reflective teaching, this work highlights strategies for integrating SEL and feminist-informed practices into K-12 public school mathematics education. Ultimately, this dissertation seeks to heal fractured educational and emotional systems by offering pathways toward math classrooms that are emotionally safe, equitable, and transformative. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

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ORCID No. 0009-0006-4084-5536

 

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