A Qualitative Case Study: Understanding the Mathematical Identity of Elementary Preservice Teachers

Abstract

This qualitative case study examined the mathematical identities and perceptions of equity of eight female elementary preservice teachers in their junior year of a teacher preparation program at a Midwestern research university. Within the affective domain, beliefs related to competence, performance, and recognition, along with interest, were identified as the important factors shaping the mathematical identity of the participants. The prominence of these factors and the relationship between them was unique for each participant. Themes were identified through a cross participant analysis. Consistent between all of the factors and all of the participants was the influence of the teacher within the mathematics classroom. Furthermore, the participants’ salient identities and experiences that shaped these factors influenced their perceptions related to equity. The participants’ perceptions of equity related to gender norms and gender stereotypes, both inside and outside of the mathematics context, were a predominant theme. In addition, within the mathematics context, their perceptions of equity were shaped by their access to a high-quality curriculum, effective teaching and learning, and high expectations.