Loading...
Intervening in student identity in mathematics education: An attempt to increase motivation to learn mathematics
Heffernan, Kayla Peterson, Steven Newton, Kristie J.
Heffernan, Kayla
Peterson, Steven
Newton, Kristie J.
Citations
Altmetric:
Genre
Journal article
Date
2020-06-07
Advisor
Committee member
Group
Department
Psychological Studies in Education
Permanent link to this record
Collections
Research Projects
Organizational Units
Journal Issue
DOI
https://doi.org/10.29333/iejme/8326
Abstract
Students’ relationships with mathematics continuously remain problematic, and researchers have begun to look at this issue through the lens of identity. In this article, the researchers discuss identity in education research, specifically in mathematics classrooms, and break down the various perspective on identity. A review of recent literature that explicitly invokes identity as a construct in intervention studies is presented, with a devoted attention to research on identity interventions in mathematics classrooms categorized based on the various perspectives of identity. Across perspectives, the review demonstrates that mathematics identities motivate action and that mathematics educators can influence students’ mathematical identities. The purpose of this paper is to help readers, researchers, and educators understand the various perspectives on identity, understand that identity can be influenced, and learn how researchers and educators have thus far, and continue to study identity interventions in mathematics classrooms.
Description
Citation
Heffernan K, Peterson S, Kaplan A, Newton KJ. Intervening in Student Identity in Mathematics Education: An Attempt to Increase Motivation to Learn Mathematics. INT ELECT J MATH ED. 2020;15(3), em0597. https://doi.org/10.29333/iejme/8326
Citation to related work
Has part
International Electronic Journal of Mathematics Education, 2020, Vol. 15, Issue 3, Article No: em0597
ADA compliance
For Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu