Rural Mathematics Experiences and Mathematical Learner Identities Using Autophotography With Photo-Elicitation

• In Event: Research In Progress Roundtable Session 5
  In Invited Roundtable: Examining Gender, Race, and Identity in Mathematics Education (Table 9)

Abstract

This study, which should be completed by December 2025, explores the mathematics experiences (MEs) and mathematical learner identities (MLIs) of high school students in a rural Georgia town, addressing the underrepresentation of rural perspectives in mathematics education research. Using a participatory methodology of autophotography with photo-elicitation, ten participants captured images representing their MEs, MLIs, and recommendations for improving their MEs and MLIs. Semi-structured interviews and focus groups centered participant voices, aligning with the frameworks of Four Faces of Mathematics Learner Identity (4F), Content Learning and Identity Construction (CLIC), and Critical Rural Theory (CRuT). The research aims to develop actionable strategies for improving participants’ MEs and MLIs.

Authors

• Wesley Cooper, Kennesaw State University

• Camille Sutton-Brown, Kennesaw State University