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ERIC Number: EJ1154118
Record Type: Journal
Publication Date: 2017-Sep
Pages: 9
Abstractor: ERIC
ISSN: ISSN-1072-0839
Creating Zines: Supporting Powerful Math Identities
Oslund, Joy A.; Barton, Joshua
Mathematics Teaching in the Middle School, v23 n1 p20-28 Sep 2017
It is difficult but important for mathematics teachers to help students see themselves as capable mathematics learners, that is, to help each student develop a positive mathematics identity. A student's mathematics identity is a powerful influence on his or her engagement and participation in mathematics. Students act in ways that are consistent with how they see themselves as capable (or incapable) in mathematics--in other words, they perform mathematics identities. When students see themselves as capable and engage productively in challenging mathematics, they are illustrating powerful mathematics identities. One way that teachers help students develop powerful mathematics identities is to help students understand the abilities beyond computation that they can leverage to solve problems. This raises the chance that students will have an opportunity to experience success and to see themselves (and be seen by others) as capable in mathematics, thereby influencing them to engage and participate in mathematical problem solving. However, this is not easily accomplished. The authors engaged students in the creation and exchange of zines to develop students' reflection on their mathematics experiences, abilities, and ideas about what it means to do mathematics. (A bibliography is included.)
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A