“Why me?” from “Mathematics Learners” to "Math Teachers": Identity and Pedagogical Reasoning in a Mathematics Methods Course

• In Event: AERA Research in Progress Roundtable Session Five
  In Invited Roundtable: Research-in-Progress RT023 (Sunday)

Abstract

This study investigates the identity development and pedagogical reasoning of preservice teachers enrolled in a secondary mathematics methods course. While many pre-service mathematics teachers enter such a course having completed at least 40 hours of mathematical coursework, however they often lack the pedagogical and technological tools necessary to translate content knowledge into effective teaching practices. Drawing on teacher identity and pedagogical content knowledge frameworks, this research explores the shift from “math learner” to “math teacher.” Data from classroom observations, audio recordings, interviews, and reflexive journaling are analyzed through discourse analysis and ethnographic methods. The study also examines how the observer’s disciplinary background influences interpretation. Preliminary findings suggest that identity shifts are influenced by reflective questioning and critical classroom dialogue.

Author

• Aula Al Balad, The Ohio State University