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Knowledge Identity in Mathematics Education: A Bridge between Theory and Practice

Kurt Vonnegut

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Published in Educating Prospective Secondary Mathematics Teachers: Knowledge Identity And Pedagogical Practices (ICME 13 Monographs)

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In the field of mathematics education, the concept of knowledge identity has emerged as a significant area of research and practice. Knowledge identity refers to the ways in which individuals understand and make sense of their own knowledge and abilities in mathematics.

Educating Prospective Secondary Mathematics Teachers: Knowledge, Identity, and Pedagogical Practices (ICME-13 Monographs)

by Javier Cacho Gómez

4.5 out of 5

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Research on knowledge identity has shown that it plays a crucial role in students' mathematical learning and achievement. Students with positive knowledge identities tend to be more engaged in mathematics, more confident in their abilities, and more likely to persist in the face of challenges. On the other hand, students with negative knowledge identities often experience anxiety and avoidance toward mathematics, and may be less likely to succeed in the subject.

Given the importance of knowledge identity, it is essential for educators to understand how to foster positive knowledge identities in their students. This article explores the concept of knowledge identity in mathematics education, and discusses how research on knowledge identity can inform pedagogical practices.

Theoretical Perspectives on Knowledge Identity

There are several different theoretical perspectives on knowledge identity. One influential perspective is social constructivism, which views knowledge identity as a product of social interactions and experiences.

According to social constructivism, individuals develop their knowledge identities through interactions with others, such as teachers, peers, and family members. These interactions shape individuals' beliefs about their own abilities and their place in the mathematical community.

Another theoretical perspective on knowledge identity is self-determination theory, which focuses on the role of motivation and autonomy in identity development. Self-determination theory suggests that individuals are more likely to develop positive knowledge identities when they feel competent, autonomous, and related to others.

When students feel competent in mathematics, they believe that they can succeed in the subject. This sense of competence can be fostered through positive experiences with mathematics, such as solving challenging problems, receiving positive feedback from teachers, and seeing themselves as successful in mathematics.

Autonomy refers to the extent to which individuals feel in control of their own learning. Students who feel autonomous in mathematics are more likely to be engaged in the subject and to persist in the face of challenges.

Relatedness refers to the extent to which individuals feel connected to others in the mathematics community. Students who feel related to others are more likely to seek help from others when needed, and to see themselves as part of a community of learners.

Pedagogical Practices for Fostering Knowledge Identity

Research on knowledge identity can inform pedagogical practices in several ways. One important implication of this research is that educators should focus on creating positive learning environments that support students' sense of competence, autonomy, and relatedness.

Here are some specific pedagogical practices that can be used to foster positive knowledge identities in mathematics students:

Providing students with opportunities to experience success in mathematics. This can be done through a variety of activities, such as solving challenging problems, participating in mathematical games, and receiving positive feedback from teachers.
Encouraging students to take ownership of their learning. This can be done by giving students choices in their learning, allowing them to set their own goals, and providing them with opportunities to reflect on their own progress.
Creating a classroom community that is supportive and inclusive. This can be done by establishing clear expectations, providing students with opportunities to collaborate with others, and valuing diversity.
Using culturally responsive teaching practices. This can be done by incorporating students' cultural backgrounds and experiences into mathematics instruction, and by creating a classroom environment that is welcoming and respectful of all students.

Knowledge identity is a complex and multifaceted construct that plays a significant role in students' mathematical learning and achievement. By understanding the concept of knowledge identity and its implications for pedagogical practice, educators can create learning environments that support students' sense of competence, autonomy, and relatedness, and help them to develop positive knowledge identities in mathematics.

References

Boaler, J. (2016). Mathematical mindsets: Unleashing students' potential through creative math, inspiring messages and innovative teaching. John Wiley & Sons.
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Martin, D. B. (2007). Identity in mathematics education: Research on students' and teachers' identity issues as related to learning mathematics. In F. K. Lester (Ed.),Second handbook of research on mathematics teaching and learning (pp. 315-342). National Council of Teachers of Mathematics.
Sfard, A. (2008). Thinking as communicating: Human development, the growth of discourses, and mathematization. Cambridge University Press.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.

Educating Prospective Secondary Mathematics Teachers: Knowledge, Identity, and Pedagogical Practices (ICME-13 Monographs)

by Javier Cacho Gómez

4.5 out of 5