Spectra of Mathematics Identities

My research into the life story of “Ms. Lewiston”, a Black middle grades mathematics teacher, reveals her dedication to underserved students and to their emerging self-confidence as “doers” of mathematics. Students’ beliefs, together with how others perceive them are at the heart of their mathematics identities. Meaningful experiences both in and out of school contribute to mathematics socialization that affords students’ access to settings where mathematics knowledge is required (Martin, 2007). Ms. Lewiston asserts: “ [Students] have their own ways of talking, some will use their hands. It’s just always interesting because they speak in different ways.” This montage is culled from students’ videotaped interviews with me sharing their stories from Ms. Lewiston’s mathematics class. “Parker” declares: “Ever since Ms. Lewiston was teaching me, she like made me realize that I had to learn math, and it’s good that you like it because math is involved in your everyday life. Before I really didn’t like math, but as like time went on, and we was learning new things that I haven’t seen before, it was starting to be like cool to me and I really liked it. Then learning Algebra, I seen that there is more out there in math.”