Forming Positive Identities to Enhance Mathematics Learning among Adolescents (original) (raw)
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Many people reach adulthood having been denied access to positive mathematics learning experiences. At some point during their schooling they seem to have developed a mathematics identity of failure, helplessness or fear. This study aimed to better understand how this happens by focusing on learners’ identity construction at a particular time in their schooling: the transition to secondary school. Defining identity as a performance enabled an understanding of identity as situated firmly in the social context. This drew attention to the ways that context shapes identities. The study followed 22 students through the transition to secondary school. Interviews were conducted and observations made in mathematics classes at four key points during the 18 months in which students transitioned from Year 8 to Year 10. Interviews were also held with teachers and parents of the students. The data were combined in different ways to present the learners’ mathematics identities within the metaphor...
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CREATING MATHENSTEIN: EXPLORING THE CONSTRUCTION AND DEVELOPMENT OF MATHEMATICAL IDENTITY FOR K–12 STUDENTS by AKHENATEN HOTEP AMUN Under the Direction of Dr. David W. Stinson Research and scholarship in mathematics education address a variety of concepts that benefit students and influences the pedagogy of educators responsible for improving student learning and achievement. Recently, mathematics education researchers have investigated the effects and outcomes of instructional practices (e.g., Shirvani, 2009), technology integration (e.g., Wachira & Keengwe, 2011), the revision or modernization of standards and content development (e.g., Thomas & Edson, 2015), achievement gaps (e.g., Flores, 2007), science, technology, engineering, and mathematics (STEM) educational initiatives (e.g., Stohlmann, Moore, McClelland, & Roehrig, 2011), student achievement or performance (e.g., Harwell, Post, Medhanie, Dupuis, & LeBeau, 2013), and student growth (Betebenner, 2009). Experiences as a stud...