Developing Mathematics Identity

Autor/inn/en	Allen, Kasi; Schnell, Kemble
Titel	Developing Mathematics Identity
Quelle	In: Mathematics Teaching in the Middle School, 21 (2016) 7, S.398-405 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Mathematics; Mathematics Instruction; Middle School Students; Mathematics Anxiety; Identification (Psychology); Mathematics Skills; Mathematics Teachers; Mathematics Achievement; Middle School Teachers; Mathematical Enrichment; Professional Personnel; Problem Solving; Mathematical Models; Mathematical Concepts; Misconceptions + Suchen Sie Ihr Suchwort? Mathematik; Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematics; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Mathmatics sikills; Mathematical ability; Personalbestand; Problemlösen; Mathematical model; Mathematisches Modell; Missverständnis
Abstract	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).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/mathematics-teaching-in-the-middle-school/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01