Mathematics Experiences of Preservice Elementary Teachers and the Impact on Mathematics Identity and Mathematics Teacher Identity

Abstract

Many elementary teachers, who teach foundational mathematics topics, have a complicated and dynamic relationship with mathematics (Bekdemir, 2010; Brown et al., 2011; Novak & Tassell, 2017). The understanding of these mathematical experiences and the connection to mathematics identity is critical for the transformation of teacher preparation programs. Identity is dynamic in nature and is expressed and shaped by different factors. Social structures, emotions, narratives, and mathematics dispositions are four major factors in both expressing and shaping mathematics teacher identity. A qualitative study was conducted on the experiences preservice elementary teachers had with mathematics before entering their teacher preparation programs. A continuum of stories was collected of their mathematics experiences throughout their K-12 schooling. These narratives were examined to explore themes connecting their experiences to their current mathematics identity and their emerging mathematics teacher identity. Narrative Inquiry was used to analyze the data of the preservice elementary teachers’ experiences finding themes that connect to social structures, emotions, narratives, and mathematics dispositions, and the impact on their mathematics identity and mathematics teacher identity. Narratives and visual sequential narratives are used to present findings in a unique way to connect this research to a broader audience of scholars. The findings of this study present themes and implications that contribute to the body of literature on mathematics identity and mathematics teacher identity.