Mathematical Identity and the Role of the Educator

Autor/in	Barba, Kimberly
Titel	Mathematical Identity and the Role of the Educator
Quelle	In: Journal of Mathematics Education at Teachers College, 13 (2022) 1, S.7-13 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Mathematics Achievement; Mathematics Instruction; Self Concept; Mathematics Teachers; Teacher Role; Teaching Methods; Positive Attitudes; Student Attitudes; Discussion (Teaching Technique) + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Selbstkonzept; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten
Abstract	Mathematical identity is a socio-motivational construct known to be a predictor of mathematical achievement. Students who identify positively with mathematics are more likely to pursue advanced courses and Science, Technology, Engineering, and Mathematics (STEM)-related occupations. Although mathematical identity is shaped by a myriad of internal and external factors on both a small and large scale, educators play a significant role in the formation of their students' mathematical identities. This paper presents an overview of research and theory regarding those pedagogical practices for teaching mathematics that can foster the formation of positive mathematical identities. (As Provided).
Anmerkungen	Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site: https://jmetc.columbia.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01