Mathematics Identity Rainbows

Author:
Emma C. Gargroetzi University of Texas at Austin

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Gina Y. Wei School District of Philadelphia

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This activity engages students with the concept of mathematics identity to expand conceptions of what mathematics is and therefore what doing mathematics and being mathematical can mean.

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Mathematics Teacher: Learning and Teaching PK-12
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  • California Department of Education. (2023). Mathematics framework for California public schools: Kindergarten through grade twelve (mathematics framework). https://www.cde.ca.gov/ci/ma/cf/ on 11.09.2023.

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  • Gargroetzi, E. C. (2020). Becoming a math student in an American high school: An ethnography of math, identity and imagined futures [Doctoral dissertation, Stanford University].

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  • Graven, M., & Heyd-Metzuyanim, E. (2019). Mathematics identity research: The state of the art and future directions: Review and introduction to ZDM special issue on identity in mathematics education. ZDM Mathematics Education, 51(3), 361377. https://doi.org/10.1007/s11858-019-01050-y

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  • Gutiérrez, R. (2009). Framing equity: Helping students “play the game” and “change the game.” Teaching for Excellence and Equity in Mathematics, 1(1), 48.

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  • Langer-Osuna, J. M. (2017). Authority, identity, and collaborative mathematics. Journal for Research in Mathematics Education, 48(3), 237247. https://doi.org/10.5951/jresematheduc.48.3.0237

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  • Langer-Osuna, J. M., & Esmonde, I. (2017). Insights and advances on research on identity in mathematics education. In J. Cai (Ed.), Compendium for research in mathematics education (pp. 637648). National Council of Teachers of Mathematics.

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  • Martin, D. B. (2012). Learning mathematics while Black. Educational Foundations, 26, 4766.

  • National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common core state standards for mathematics. http://www.corestandards.org

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