id: 06664336
dt: j
an: 2016f.00184
au: Allen, Kasi; Schnell, Kemble
ti: Developing mathematics identity.
so: Math. Teach. Middle Sch. 21, No. 7, 398-405 (2016).
py: 2016
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: C23 D43
ut: mathematics anxiety; identification; mathematics skills; achievement;
mathematical concepts; misconceptions; self-concept
ci:
li: http://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/2016/Vol21/Issue7/Developing-Mathematics-Identity/
ab: Summary: Many middle school students approach math with caution, often
trepidation, and generally less-than-complete confidence. Several
factors contribute to their views of what math actually is (a system of
rules to follow and formulas to apply) as well as who might be good at
it (people who can see the path to an answer and calculate quickly). A
few say they “just aren’t math people” ‒ something which is
false. Students at this age are immersed in forming their identity,
including their mathematics identity. At a time when they might be
embracing math as a powerful tool for reading their world, young people
can instead succumb to fixed mindsets, the perpetuation of math myths,
and a compromised relationship with math, thus affecting their school
and career trajectory for the rest of their lives. Middle school math
teachers have a unique opportunity to steer their students’
mathematical development in a more positive direction. This article
presents strategies to help teachers support the emergence of their
students’ math identities. (ERIC)
rv: