Understanding secondary students' valuations of their normative identities in mathematics classroom instructional practices
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As students learn school mathematics, they form perceptions about what it means to be a student in a mathematics classroom. These perceptions influence the students' mathematics identity formation. To understand more about their identity formation process and their perceptions of various aspects of mathematics classroom instruction, I conducted a multiple-case study of four secondary students (two Pre-Algebra and two Geometry students). Through classroom observations, student surveys, and individual student interviews, I examined the students' perceptions of mathematics classroom instruction--not just whether the students like math overall, but rather hearing from them about their perceptions of the moment-to-moment instructional activities and practices in class, which ones they resonate with and their reasons for resonating (or not) with them. Findings show that although the students perceived largely similar obligations for most of the instructional segments, their affiliations with the obligations differed--they identified with the obligations that they not only enjoyed, but also found important for their success and that of their peers, and these valuations differed across the cases. Among other implications, these results suggest that students' identity narratives should have more explicit focus in mathematics education.
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Ph. D.