International Electronic Journal of Mathematics Education

Identity Development during Undergraduate Research in Mathematics Education
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2016 - Volume 11 Issue 2, pp. 357-375
  • Published Online: 01 Mar 2016
  • Article Views: 1872 | Article Download: 1522
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Groth RE, McFadden J. Identity Development during Undergraduate Research in Mathematics Education. Int Elect J Math Ed. 2016;11(2), 357-375.
APA 6th edition
In-text citation: (Groth & McFadden, 2016)
Reference: Groth, R. E., & McFadden, J. (2016). Identity Development during Undergraduate Research in Mathematics Education. International Electronic Journal of Mathematics Education, 11(2), 357-375.
Chicago
In-text citation: (Groth and McFadden, 2016)
Reference: Groth, Randall E., and Jenny McFadden. "Identity Development during Undergraduate Research in Mathematics Education". International Electronic Journal of Mathematics Education 2016 11 no. 2 (2016): 357-375.
Harvard
In-text citation: (Groth and McFadden, 2016)
Reference: Groth, R. E., and McFadden, J. (2016). Identity Development during Undergraduate Research in Mathematics Education. International Electronic Journal of Mathematics Education, 11(2), pp. 357-375.
MLA
In-text citation: (Groth and McFadden, 2016)
Reference: Groth, Randall E. et al. "Identity Development during Undergraduate Research in Mathematics Education". International Electronic Journal of Mathematics Education, vol. 11, no. 2, 2016, pp. 357-375.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Groth RE, McFadden J. Identity Development during Undergraduate Research in Mathematics Education. Int Elect J Math Ed. 2016;11(2):357-5.

Abstract

We describe a model that leverages natural connections between undergraduate research and mathematics teacher preparation. The model integrates teaching and research by prompting undergraduates to continuously reflect on classroom data from lessons they have taught. It is designed to help undergraduates build identities as teachers who base decisions on empirical data, and also to build identities as future graduate students in mathematics education. The identities that undergraduates participating in the first year of the project developed pertaining to these roles are described. Undergraduates generally identified with a problem-based approach to teaching and saw themselves as future graduate students in various fields, including mathematics education. Suggestions for improving and adapting the model for use in other settings are also provided.

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