63.026 - Teaching and Learning Mathematics: How Identity Keeps Count as a System Premised on Multidirectional Dimensions

Session Type: Symposium

Abstract

This year’s AERA theme is Leveraging Education Research in a ‘Post-Truth’ Era: Multimodal Narratives to Democratize Evidence. The purpose of our symposium is to, inter alia, allow the construct of identity to take center stage in our work on leveraging education research and to bring forth multiple perspectives as to how identity is theorized, operationalized, and co-constructed in the context of science, technology, engineering, arts, and mathematics (STEAM) education. Using the structure of a symposium, we aim to bring together diverse perspectives of cutting-edge research to identify potential interpretations, commonalities, and differences for the purpose of better understanding the relationship between identity work and teaching and learning STEAM.

Sub Unit

• Division C - Learning and Instruction / Division C - Section 1c: Mathematics

Chair

• Olga Fellus, University of Ottawa

Papers

• "Don't Call It Math — No One Will Come": Learning to Teach Mathematics While in Refuge - Cynthia C. Nicol, The University of British Columbia

• Curating Mathematical I/identities - Steven Khan, University of Alberta

• "A Little Surprising to Do Math Art": Transdisciplinary Identities in Secondary Mathematics Teacher Education - Susan Gerofsky, The University of British Columbia

• Connecting the Dots: Toward a Multidimensional Conceptualization and Operationalization of Identity in Mathematics Education - Olga Fellus, University of Ottawa

• Identity-Making in School Mathematics - Ralph T. Mason, University of Manitoba

Discussant

• Jennifer Marie Langer-Osuna, Stanford University