Challenging Stereotypes: Rural Indonesian Youth’s Mathematical Identityies through Digital Narratives (Poster 4)

• In Event: Decolonizing Mathematics Education Through Storytelling: A Tool for Exploring Identity, Justice, and Community

Abstract

I aim to explore the mathematical identities of rural youth through digital mathematics storytelling workshops in Indonesia. Specifically, my objective is to understand how rural youth construct their mathematical identities and challenge stereotypes using digital storytelling.

This research is grounded in three theoretical frameworks: counter storytelling, funds of knowledge, and mathematics identity. I chose counter storytelling because it empowers marginalized communities to voice their experiences, challenge dominant narratives, and foster empathy and understanding of often untold narratives (Delgado, 1898; Solórzano & Yosso, 2002). I selected the funds of knowledge for its emphasis on integrating community-based learning into classroom teaching to create a more inclusive learning environment and enhance student engagement (Moll et al., 1992). Mathematics identity helps us focus on how they see themselves as mathematics learners, influenced by their interactions in educational settings and broader societal contexts (Aguirre et al., 2013; Nasir & De Royston, 2013).

I employed a qualitative approach using narrative inquiry research design to explore the participants’ stories. I chose narrative inquiry for its appreciation of the complexity of lived experiences and its ability to provide insights into how educational policy and practice can be more responsive to students’ needs and aspirations (Bell, 2002; Connelly & Clandinin, 1990). Data collection occurred through a story circle activity where participants shared and received feedback on their narratives (Lambert, 2018).

I recruited eight participants, aged 16 to 17 years, from a rural high school in Indonesia. Data were collected through digital videos, field notes, questionnaires, and audio reflections, providing a comprehensive view of their mathematics learning journey. Digital videos captured students’ interactions with mathematics in everyday life, while peer feedback enhanced their learning experiences and storytelling video.

The results indicated that rural students co-construct their mathematical identities and challenge stereotypes about their academic abilities through digital storytelling. The narratives highlighted the transformative role of family support and educational encouragement in cultivating a positive mathematical identity. For example, Hera, initially disinterested in mathematics, developed an interest and competence through family encouragement and involvement in mathematics courses. Similarly, Nadia’s perception of mathematics changed positively after receiving support from family and motivating teachers. These narratives collectively challenge the stereotype that rural students are less capable of achieving high academic scores in mathematics and demonstrate that, with the right support, they can excel and redefine their academic potential beyond societal expectations.

This study contributes to the literature on digital storytelling in mathematics education, particularly in rural settings, through providing empirical evidence on how rural youth co-construct their mathematical identities and challenge stereotypes. These findings underscore the importance of leveraging family and educational supports to transform rural students' engagement with mathematics. Additionally, this research highlights the potential of digital storytelling as a pedagogical tool to connect mathematics to students’ everyday lives and experiences, fostering a more inclusive and equitable educational environment.

Author

• Angga Hidayat, Universitas Pamulang