Term
Fall 2024
Capstone
Capstone Project
Degree Name
MAT
Facilitator(s)
Kelly Killorn
Content Expert
Gargi Bajpai
Abstract
It is not uncommon for students (and adults) to experience anxiety when it comes to math class. The underlying notion that mathematics is simply not meant for some while being meant for others permeates the culture in the United States. For students, the development of their math identities begins at an early age and is heavily influenced by their experiences in school, specifically the math classroom. With so much at stake in terms of identity development, achievement, and future success, this capstone project sought to explore the question: How can students be actively supported in building a positive math identity through the middle years? Current literature suggests the immense impact teachers and their classrooms can have on positively shaping students’ math identities. An eight-day professional development series was designed in response to the opportunity teachers have to reflect on their own math identities, and intentionally craft learning spaces conducive to fostering positive math identities in their students.
Project Type
Professional Development
Keywords
Mathematics, Staff Development, Identity Development
Recommended Citation
Reisdorf Berger, Sarah, "Supporting Secondary Math Students in Developing a Positive Math Identity" (2024). School of Education and Leadership Student Capstone Projects. 1076.
https://digitalcommons.hamline.edu/hse_cp/1076
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects