Mathematics Identity Formation in Diverse Preservice Teachers: Addressing Inequities Through Teacher Education

• In Event: AERA Roundtable Session Thursday 1:45 pm Four Seasons Ballroom 4
  In Roundtable Session: Sociopolitical Consciousness and Identity Formation for Subject Area Teachers (Table 10)

Abstract

This study investigated the formation of mathematics identity in diverse pre-service elementary teachers, focusing on the relationship between math identity, teaching practices, and educational inequities. Employing a mixed-methods approach, the research combined quantitative measures—such as the Math Anxiety Rating Scale-Short Version, Mathematics Teaching Efficacy Beliefs Instrument, and Aiken’s Revised Mathematics Attitudes Scale—with qualitative data from critical events, interviews, and vignettes. Results reveal the impact of socio-cognitive factors, personal history, and socialization experiences on pre-service teachers' math identities. Findings highlight the complex interplay of race, gender, and class in shaping math identities, emphasizing the need for teacher education programs to address these complex factors with the goal of fostering positive mathematics identities in pre-service teachers.

Author

• Ashley Renaire Davis, Carroll Community College