Exploring Kindergarteners' Emerging Mathematics Identities

• In Event: Exploring and Disrupting Marginality and Inequity in Mathematics Classrooms

Abstract

Throughout school, many students come to feel that mathematics is not for them or is not a part of who they are. Research has revealed mechanisms that lead to negative relationships with mathematics for middle-grade students and beyond including narrow pedagogies and cultural and gender biases. Yet, little is known about young children’s mathematical experiences. This project addresses this gap in the literature by exploring young children's perceptions of and relationships to mathematics. Through qualitative analysis of interviews across six months, this study provides a window into the emerging mathematics identities of Kindergarteners and contributes to the field's understanding of mathematics identity development, which is a critical step in combating the perception that only some people are "math people."

Author

• Mari Altshuler, Northwestern University School of Education and Social Policy Learning Sciences