Intervening in Student Identity in Mathematics Education: An Attempt to Increase Motivation to Learn Mathematics

Abstract

Students' relationships with mathematics continuously remain problematic, and researchers have begun to look at this issue through the lens of identity. In this article, the researchers discuss identity in education research, specifically in mathematics classrooms, and break down the various perspective on identity. A review of recent literature that explicitly invokes identity as a construct in intervention studies is presented, with a devoted attention to research on identity interventions in mathematics classrooms categorized based on the various perspectives of identity. Across perspectives, the review demonstrates that mathematics identities motivate action and that mathematics educators can influence students' mathematical identities. The purpose of this paper is to help readers, researchers, and educators understand the various perspectives on identity, understand that identity can be influenced, and learn how researchers and educators have thus far, and continue to study identity interventions in mathematics classrooms.

Identifikasi Motivasi Belajar Matematika Siswa SMP Negeri 2 Kota Pasuruan

“…Penelitian ini dirancang sebagai upaya untuk membantu guru memotivasi dan mengubah cara mengajar menjadi menyenangkan sehingga siswa dapat termotivasi dan meningkatkan minat belajar matematika. Tujuan penelitian ini adalah untuk membantu siswa dan guru mencapai tujuan pembelajaran yang optimal sehingga siswa memiliki motivasi dan keminatan dalam belajar matematika serta guru yang semakin berkembang dalam menyampaikan bahan ajar (Heffernan et al, 2020).…”

Motivation for Learning Mathematics: A Study Across Disciplines

“…Not only depending on the learners themselves, but mathematics educators can also influence students' motivation in learning mathematics. According to Heffernan et al (2020) students are interested to study mathematics if the educators actively facilitate them since mathematics requires problem-solving skills. They need someone who can always refer to so that they are not lost while answering the questions.…”

Toward a Shared Conception of Children’s Content Area Identities in Literacy, Math, and Science: A Systematic Integrative Review

“…Over the past several decades, researchers have used the concept of identity to interrogate a wide range of topics about learning in the content areas. Among these are engagement and affective aspects of learning (Hannula, 2012; Heffernan et al, 2020), student agency (Moje & Luke, 2009), social environments (Kim et al, 2018), assessment and instructional practices (Collier, 2010), and social and cultural group identifications (Gholson & Wilkes, 2017; Varelas, Martin, et al, 2012). Identity research has likewise been a space for equity and social justice work (Hogg & Volman, 2020), serving as what Gholson and Wilkes (2017) called “a key site of disruption” (p. 232) that has challenged institutional and social structures that have done harm to Black, Latinx, Indigenous, multilingual, immigrant, and other children.…”