Identity Development during Undergraduate Research in Mathematics Education

Randall E. Groth; Jenny McFadden

doi:10.29333/iejme/339

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Randall E. Groth, Jenny McFadden

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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.

Keywords

classroom research
formative assessment
identity
reflection
undergraduate research

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 11, Issue 2, May 2016, 357-375

https://doi.org/10.29333/iejme/339

Publication date: 01 Mar 2016

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How to cite this article

APA

Groth, R. E., & McFadden, J. (2016). Identity Development during Undergraduate Research in Mathematics Education. International Electronic Journal of Mathematics Education, 11(2), 357-375. https://doi.org/10.29333/iejme/339

Vancouver

Groth RE, McFadden J. Identity Development during Undergraduate Research in Mathematics Education. INT ELECT J MATH ED. 2016;11(2):357-75. https://doi.org/10.29333/iejme/339

AMA

Groth RE, McFadden J. Identity Development during Undergraduate Research in Mathematics Education. INT ELECT J MATH ED. 2016;11(2), 357-375. https://doi.org/10.29333/iejme/339

Chicago

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. https://doi.org/10.29333/iejme/339

Harvard

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. https://doi.org/10.29333/iejme/339

MLA

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. https://doi.org/10.29333/iejme/339