Honoring Identity and Building Community in the Mathematics Classroom

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.