Exploring the Mathematics Identities of Preservice Elementary and Early Childhood Teachers

• In Event: 25.083 - MTCC Roundtable Session Eight
  In Roundtable Session: 25.083-2 - Identity, Equity, and Mathematics Education

Abstract

This study explored the ways in which teachers’ identities as teachers of mathematics are linked to their experiences as learners and have the potential to impact their future students. Sixty-two pre-service teachers completed an online survey comprised of the MARS-S, MTEBI, and a critical events item adapted from Drake, Spillane, and Hufferd-Ackles (2001) mathematics life-story interview protocol for teachers. Levels of math anxiety were high, but were not related to math teaching efficacy. In pre-service teachers with low anxiety, there was a statistically significant relationship between math anxiety and math teaching efficacy. Thematic analysis revealed critical events in mathematical experience stemming from family interactions, teaching practices, and conceptual understanding. Further research should examine math identity development in pre-service teachers.

Authors

• Ashley Renaire Davis, City College of New York - CUNY

• Helen L. Johnson, City College of New York - CUNY