Translating Research to Practice on Individual and Collective Mathematics and Science Identity Formation: Pedagogical Recommendations for Teachers

Mona Tauber, Rebecca Hite


Recruiting students to science and mathematics fields continues to be a nationwide issue, resulting in a dearth of individuals to fill present and future science and math careers.  Novel interventions, especially in the K-12 space, call for a move from content acquisition to formation of individuals’ identity to foster involve science and math interest and persistence.  Identity research has evidenced results, yet greater communication is needed between the research and practitioner communities to realize the potential of cultivating collective STEM identifies in the classroom.  In this paper, we bridge these spaces by describing the potential affordances beyond individual identity formation to that of collective (classroom level) identity formation for K-12 teachers to consider for their math and science students, respectively.  Specifically exploring how traditional K-12 classroom structures may reinforce stereotypes hindering collective mathematics and science identity formation, whereas reform-oriented classroom structures (that employ legitimate peripheral participation within a community of practice) enable them.  Last, to aid practitioners who wish to engage in reform efforts, we recommend pedagogical interventions to promote opportunities for students to collectively co-construct skills specific to mathematics and science communities as a strategy to foster collective mathematics and science identities.  Collective identity formation can provide K-12 classroom teachers pedagogical strategies for additional opportunities or enhanced and experiences for students to co-construct and reinforce individual identities in math and science.


Identity, Pedagogical Strategies; STEM

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Translating Research to Practice on Individual and Collective Mathematics and Science Identity Formation: Pedagogical Recommendations for Teachers


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