Unforgetting Critical Events in Mathematics Identity Development: A Multi-Institutional Narrative Analysis of Math Autobiographies

• In Event: AERA Roundtable Session Sunday 7:45 am - Gold 2
  In Roundtable Session: Addressing Identity Development in Mathematics Classrooms: Are We Helping or Hurting Our Students?

Abstract

To better understand shared experiences and critical events in preservice teachers’ mathematics identity development, we analyzed 158 math autobiographies from five institutions across various U.S. regions. Using narrative analysis, we identified recurring themes within these critical events. Many themes were rooted in school contexts, including interpersonal relationships with teachers, sociocultural factors, and policies impacting the schooling experience. Another theme extended beyond the classroom, describing informal yet affirming experiences in various settings outside of school. These findings illustrate how mathematics identity is shaped by both personal and systemic influences, highlighting the importance of providing space for preservice teachers to reflect on their own experiences before placing them in positions influential to the development of students’ mathematics identities.

Authors

• Ethan P. Smith, Washington State University - Tri-Cities

• Robyn K. Pinilla, University of Texas - El Paso

• Ashley N. Schmidt, University of Wisconsin - Milwaukee

• Sean P. Freeland, West Virginia University

• Candice Hamilton, Texas State University

• Brittney M. Ellis, Texas State University