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dc.creatorHeffernan, Kayla
dc.creatorPeterson, Steven
dc.creatorKaplan, Avi
dc.creatorNewton, Kristie J.
dc.date.accessioned2020-10-12T16:02:25Z
dc.date.available2020-10-12T16:02:25Z
dc.date.issued2020-06-07
dc.identifier.citationHeffernan 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
dc.identifier.issn1306-3030
dc.identifier.doihttp://dx.doi.org/10.34944/dspace/479
dc.identifier.urihttp://hdl.handle.net/20.500.12613/497
dc.description.abstractStudents’ 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.
dc.format.extent16 pages
dc.languageEnglish
dc.language.isoeng
dc.relation.ispartofFaculty/ Researcher Works
dc.relation.haspartInternational Electronic Journal of Mathematics Education, 2020, Vol. 15, Issue 3, Article No: em0597
dc.rightsAttribution CC BY
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectMathematics identity
dc.subjectMotivation
dc.subjectIdentity perspectives
dc.titleIntervening in student identity in mathematics education: An attempt to increase motivation to learn mathematics
dc.typeText
dc.type.genreJournal article
dc.description.departmentPsychological Studies in Education
dc.relation.doihttps://doi.org/10.29333/iejme/8326
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.schoolcollegeTemple University. College of Education and Human Development
dc.creator.orcid0000-0002-2898-0085
dc.temple.creatorKaplan, Avi
refterms.dateFOA2020-10-12T16:02:25Z


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