https://padlet.com/saki_milton/xmrxaxfydmru03ii Developing healthy narratives and beliefs en-us 2022-02-28 20:19:02 UTC 2022-03-07 23:39:13 UTC hello@padlet.com saki_milton https://padlet.com/saki_milton/xmrxaxfydmru03ii/wish/2070256323 Math identity — or the degree to which one considers oneself a “math person” — has become an area of interest among social
scientists hoping to better understand what drives students to enter Science, Technology, Engineering, and Mathematics
(STEM) fields (cf. Syed et al., 2011; Syed & Chemers, 2011; Watt et al., 2017). The literature on math identity has focused
on various ways that students might frame self-definitions. For instance, students with high math identity have been described
as perceiving themselves as capable of doing mathematics (i.e., self-concept; Hitlin, 2003; Renninger, 2009) or as deliberately engaging in mathematics learning (i.e., demonstrating interest in mathematics; Renninger, 2009). Math identity has also been described as a way of orienting oneself toward a specific set of values (Hitlin, 2003).]]> 2022-02-28 20:22:17 UTC https://padlet.com/saki_milton/xmrxaxfydmru03ii/wish/2070256323 saki_milton https://padlet.com/saki_milton/xmrxaxfydmru03ii/wish/2070259047 Identity can be defined as the composition of self-views that emerge from participation in certain activities and self-categorization in terms of membership in particular communities or roles (Stets and Burke 2000). More generally, when it comes to science identity, research has suggested that it not only involves whether an individual wants to become a “science type person,” but also as the socialization of individuals into the norms and discourse practices of science (Brown 2004). That is, identity is built from internalization from our experiences and socially constructed with others in a particular context. Researchers have presented three conceptualizations for what drives science identity: (1) a sense of community and affiliation (Carlone and Johnson 2007); (2) built by consistent extrinsic and intrinsic attitudinal factors (Aschbacher et al. 2010); (3) a match between school science and real science (Archer et al. 2010).]]> 2022-02-28 20:24:17 UTC https://padlet.com/saki_milton/xmrxaxfydmru03ii/wish/2070259047 saki_milton https://padlet.com/saki_milton/xmrxaxfydmru03ii/wish/2070260959 Race, background, linguistic, culture, gender, etc.]]> 2022-02-28 20:25:48 UTC https://padlet.com/saki_milton/xmrxaxfydmru03ii/wish/2070260959 saki_milton https://padlet.com/saki_milton/xmrxaxfydmru03ii/wish/2070263693

MAKE MATHEMATICS ABOUT MORE THAN NUMBERS.

POSITIVE MATH TALK IS KEY

EMPOWER STUDENTS TO TAKE OWNERSHIP OF THEIR LEARNING

WHAT DOES IT TAKE TO BE A MATHEMATICIAN?

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