Math identity and Cultural Historical Activity Theory:

Abstract

The purpose of this exploratory study is to further investigate the cultural contexts under which pre-service teachers develop their mathematics identities. We reviewed pre-service teachers’ mathematics autobiographies that include a description of their math abilities, their perceptions of what it means to be a good student of mathematics and the impact of parental/caregiver and teacher relationships on the development of their mathematics identity. The analysis revealed three types of mathematics identities: positive, negative, and neutral and/or ambivalent. It also identified two dimensions of mathematics identity development, the social and the internal. We present implications to teacher preparation including the need to incorporate narrative eliciting assignments in mathematics methods courses.