Honoring Identity and Building Community in the Mathematics Classroom

Authors

Abstract

Identity is a vital aspect of consideration within the mathematics classroom. This article describes the identity frameworks of figured worlds and rightful presence to help educators make sense of what identity looks like in the mathematics classroom, and how it can be utilized to improve the experience of mathematics learning for all students. By synthesizing these two frameworks, we propose a set of questions to help educators challenge the status quo of what mathematics teaching often is and build towards a classroom community of empowered learners.

Author Biographies

Brinley Poulsen Stringer

Brinley Poulsen Stringer (bstringer@ucsd.edu) is a Ph.D. student in Mathematics Education with the MSED joint doctoral program at the University of California San Diego and San Diego State University. Brinley holds a masters degree in mathematics with emphasis in mathematics education, and has previously taught mathematics at the secondary and college level. Her research focuses on departmental change through the use of undergraduate near-peer mentors. 

Gabriela Maria Hernandez

Gabriela Maria Hernandez (gmhernandez@ucsd.edu) is a Ph.D. student in Mathematics Education with the MSED joint doctoral program at the University of California San Diego and San Diego State University. Gabriela holds a masters degree in mathematics with an interdisciplinary specialization in education, and has experience teaching mathematics abroad and with professional development for graduate teaching assistants.

Mariah Gabriella Moschetti

Mariah Gabriella Moschetti (mmoschetti1253@sdsu.edu) is a Ph.D. student in Mathematics Education with the MSED joint doctoral program at the University of California San Diego and San Diego State University. Mariah holds a master’s degree in mathematics and has experience as a graduate teaching assistant. 

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Published

2024-02-14

Issue

Vol. 15 No. 1 (2024): Teaching for Excellence and Equity in Mathematics (TEEM)

Section

Articles

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