What is it about?

The study explores how the way teachers position themselves and their students impacts the students' development of a mathematics identity. This identity is crucial because it shapes how students see themselves in relation to math, which can influence their engagement, confidence, and performance in the subject. Key Points: Teacher Positioning: How teachers behave and interact with students, and the roles or positions they assign to themselves and students, significantly affect students' feelings of belonging in the math classroom. Mathematics Identity: This refers to how students perceive themselves as capable (or not) in math. A positive math identity leads to better engagement and success in the subject. Mediating Role of Students' Perception: The study found that students' perception of math (whether they view it positively or negatively) partially mediates the effect of teacher positioning on their math identity. This means that how students view math plays a role in how much teacher behavior affects their math identity. Findings: Teacher behavior has a direct impact on students' math identity. Students' perception of math can influence the strength of this relationship. For example, even if a teacher positions a student positively, if the student has a negative view of math, it may limit how much that positive positioning enhances their math identity. Importance: The study highlights that teachers play a crucial role not just in teaching math skills, but in shaping how students see themselves as learners of math. Developing positive math identities is essential for academic success, and understanding the factors that influence this can help educators create more supportive and effective learning environments.

Featured Image

Why is it important?

This study is important for several reasons: Improving Student Engagement in Math: Mathematics is often viewed as a challenging subject, leading to disengagement among many students. By understanding how teacher positioning (how teachers relate to and treat students) impacts students’ identity in math, educators can create environments that foster a positive sense of belonging and engagement in the subject. Boosting Academic Performance: A strong math identity—where students see themselves as capable in math—is linked to greater perseverance and better academic outcomes. If teachers can help shape a positive math identity through their interactions and positioning, it could lead to improved student performance in mathematics. Addressing Diverse Student Needs: The study acknowledges that students come from different backgrounds with varying experiences in math. Recognizing how their perceptions of math mediate their response to teacher positioning means that teachers can adopt more personalized approaches, addressing individual student needs to enhance their learning experience. Supporting Teacher Development: This research gives insight into the powerful role teachers play beyond just delivering content. Understanding how their positioning influences students’ perceptions and identities can guide professional development for teachers, encouraging practices that support positive student outcomes. In summary, this study emphasizes the critical role teachers play in shaping how students perceive themselves in relation to math, which is crucial for improving both student engagement and academic success. This research can inform better teaching strategies that help students build confidence and interest in math.

Perspectives

From a personal perspective, this study underscores the powerful role that teachers play in shaping not just academic success, but the self-concept and confidence of students. The idea that students' math identity can be influenced by how their teachers interact with them and position them within the classroom is both eye-opening and a reminder of how impactful teacher-student relationships can be. It reinforces that effective teaching goes beyond delivering content; it’s about fostering a sense of belonging and capability in students, which is particularly crucial in subjects like math that many students find intimidating. I also resonate with the focus on students' perception of mathematics. Often, a student’s attitude toward math is shaped by past experiences or preconceived notions about their abilities. If a teacher can create an environment where students feel capable and supported, it could transform a student’s entire approach to the subject. This resonates with my belief that education should be as much about building confidence and positive mindsets as it is about academic skills. In my experience, when teachers position themselves as allies in students' learning journeys—rather than just as authority figures—students are more likely to engage deeply with the material and develop a lasting, positive identity related to the subject. The study highlights the importance of this dynamic and opens the door for educators to rethink how they can help students not just learn math but see themselves as mathematicians.

Mr Allan M Canonigo
University of the Philippines Diliman

Read the Original

This page is a summary of: Examining the Mediating Role of Students’ Perception of Mathematics in the Relationship between Teacher Positioning and Mathematics Identity Among Senior High School Students, Philippine Journal of Education Studies, June 2024, University of the Philippines College of Education, Benitez Hall Roxas Avenue,
DOI: 10.61839/29848180a5mn8.
You can read the full text:

Read

Contributors

The following have contributed to this page