Delijah's Experiences in Third-Grade Mathematics: Limitations of Classroom Influences on Mathematics Identity

• In Event: Poster Session 16
  In Poster Session: Research in Mathematics Education SIG Poster Session

Abstract

The mathematics identities of elementary students’ are rarely given attention in the research literature. African American elementary students are often ignored completely, even as students’ mathematics identity has become a larger research emphasis (Jackson & Wilson, 2012). This case study focuses on one-third grade African American learner’s experience in his mathematics classroom. Delijah, an advanced student, did not view the classroom as an important place for learning because of very strong parental influences; nonetheless, he excels in traditional measures (classwork and assessment) and maintains a positive mathematics identity. His experience suggests significant limitations on classroom influences on more advanced students’ mathematics identities in mathematics classrooms that devote more time to remediation.

Author

• Thomas Roberts, Bowling Green State University