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Thinning Identities: A Pre-Service Elementary School Teacher Renegotiating Her Mathematics Identity
Mon, October 27, 4:30 to 5:30pm, Penn Stater Conference Center, Floor: Main Level, Deans HallDescription
Before entering teacher preparation programs, pre-service teachers (PSTs)draw on their k-12 math learning experiences and the identity resources they offer to negotiate their identities as math learners. These, at times problematic, self-associations with mathematics are often challenged as PSTs enter mathematics content courses for teachers which present expansive understandings of mathematics, position PSTs as capable math students, and provide strong support networks with the PSTs’ peers and professors. The identity resources offered up in these new math learning experiences are often at odds with those around which PSTs have built their math identity. This causes dissonance for PSTs as they must renegotiate who they are as math learners. This presentation shows that PSTs can have significant shifts in their math identities and point towards the significance of doing identity work in math teacher education courses and that further theorizing and study is needed.