Rewriting Histories and Futures: Supporting Iterative Goal Setting for Preservice Elementary Mathematics Teacher Development

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Abstract

This paper examines how reflective narratives and structured goal-setting practices in a mathematics methods course support elementary preservice teachers (PSTs) in reshaping their mathematics identities. Many PSTs carry internalized histories of negative math experiences that undermine their sense of agency as future educators. Drawing on sociocultural theories of identity and positioning, this study explores how structured autobiographical reflection and iterative goal setting create space for PSTs to "unforget" deficit-framed histories and reimagine empowered professional futures as mathematics teachers.

Author

• Paula Jakopovic, University of Nebraska - Omaha