From Math Person to Math People: Collaboration and Argumentation on the Transformation of Math Identity

• In Event: Research in Mathematics Education Poster Session

Abstract

Mathematics education research has established the importance of the classroom as a community in which students socially interact with one another, the activities, and the content to serve an overall purpose of improvement in mathematics learning (Nasir, 2002). In looking specifically at the classroom community, activities that became regular practices (Cobb & Hodge, 2002) and classroom design (Gresalfi, Martin, Hand, & Greeno, 2009) center the analysis of this study on collective argumentation as a practice that designs the classroom as a space to engage students in mathematical learning. Looking at the construct of personal identity, this research uncovered themes in transformations in mathematical identity that students experienced as a result of collaboration with others in mathematical argumentation.

Author

• Shande King, Trevecca Nazarene University