Math identity and Cultural Historical Activity Theory

Storying the Math Trajectories of Preservice Teachers in Urban Settings

Bibliographic Data

ID21706056
AuthorsSocorro Orozco (0000-0001-6520-0095, California State University Los Angeles), Aria Razfar (0000-0002-5537-0653, University of Illinois Chicago)
Year2024
Volume26
Pages57-77
Publication date2024-09-12
Open AccessYes
TypeARTICLE
VenueOutlines Critical Practice Studies (JOURNAL)
Journal identifiersISSN: 1399-5510 • E-ISSN: 1904-0210
PublisherDet Kgl. Bibliotek/Royal Danish Library (PUBLISHER)
DOI10.7146/ocps.v26i.148598
OpenAlexW4402885808
LanguageEN
References cited27

The purpose of this exploratory study is to further investigate the cultural contexts under which pre-service teachers develop their mathematics identities. We reviewed pre-service teachers’ mathematics autobiographies that include a description of their math abilities, their perceptions of what it means to be a good student of mathematics and the impact of parental/caregiver and teacher relationships on the development of their mathematics identity. The analysis revealed three types of mathematics identities: positive, negative, and neutral and/or ambivalent. It also identified two dimensions of mathematics identity development, the social and the internal. We present implications to teacher preparation including the need to incorporate narrative eliciting assignments in mathematics methods courses

Aesthetics · Epistemology · Sociology · Educational Environments and Student Outcomes · Innovative Education and Learning Practices · Mathematics · Philosophy · Teacher Education and Leadership Studies

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Open DOIOpen Access