Dr. Karisma Morton, Understanding and Supporting Math Identity ROUNDING UP: SEASON 3 | EPISODE 11 In this episode, we will explore the connection between identity and mathematics learning. We’ll examine the factors that may have shaped our own identities and those of our students. We’ll also discuss ways to practice affirming students' identities in mathematics instruction. BIOGRAPHIES Dr. Karisma Morton is an assistant professor of mathematics education at the University of North Texas. Her research explores elementary preservice teachers’ ability to teach mathematics in equitable ways, particularly through the development of their critical racial consciousness. Findings from her research have been published in the Journal for Research in Mathematics Education and Educational Researcher. RESOURCES The Impact of Identity in K–8 Mathematics: Rethinking Equity-Based Practices by Julia Aguirre, Karen Mayfield-Ingram, and Danny Martin Rough Draft Math: Revising to Learn by Amanda Jansen Olga Torres' “Rights of the Learner” framework Cultivating Mathematical Hearts: Culturally Responsive Mathematics Teaching in Elementary Classrooms by Maria del Rosario Zavala and Julia Maria Aguirre TRANSCRIPT Mike Wallus: If someone asked you if you were good at math, what would you say, and what justification would you provide for your answer? Regardless of whether you said yes or no, there are some big assumptions baked into this question. In this episode, we're talking with Dr. Karisma Morton about the ways the mathematics identities we formed in childhood impact our instructional practices as adults and how we can support students' mathematical identity formation in the here and now. Welcome to the podcast, Karisma. I am really excited to be talking with you about affirming our students’ mathematics identities. Karisma: Oh, I am really, really excited to be here, Mike. Thank you so much for the invitation to come speak to your audience about this. Mike: As we were preparing for this podcast, one of the things that you mentioned was the need to move away from this idea that there are math people and nonmath people. While it may seem obvious to some folks, I'm wondering if you can talk about why is this such an important thing and what type of stance educators might adopt in its place? Karisma: So, the thing is, there is no such thing as a math person, right? We are all math people. And so, if we want to move away from this idea, it means moving away from the belief that people are inherently good or bad at math. The truth is, we all engage in mathematical activity every single day, whether we realize it or not. We are all mathematicians. And so, the key is, as math teachers, we want to remove that barrier in our classrooms that says that only some students are math capable. In the math classroom, we can begin doing that by leveraging what students know mathematically, how they experience mathematics in their daily life. And then we as educators can then incorporate some of those types of activities into the everyday learning of math in our classrooms. So, the idea is to get students to realize they are capable math doers, that they are math people. And you're showing them the evidence that they are by bringing in what they're already doing. And not just that they are math doers, but that those peers that are also engaged in the classroom with them are capable math doers. And so, breaking down those barriers that say that some students are and some students aren't is really key. So, we are all math people. Mike: I love that sentiment. You know, I've seen you facilitate an activity with educators that I'm hoping that we could replicate on the podcast. You asked educators to sort themselves into one of four groups that best describe their experience when they were a learner of mathematics. And I'm wondering if you could read the categories aloud and then I'm going to ask our listeners to think about the description that best describes their own experiences. Karisma: OK, great. So, there are four groups. And so, if you believe that your experience is one where you dreaded math and you had an overall bad experience with it, then you would choose group 1. If you believe that math was difficult but you could solve problems with tutoring or help, then you would select group 2. If you found that math was easy because you were able to memorize and follow procedures but you had to practice a lot, then you'd be in group 3. And finally, if you had very few difficulties with math or you were kind of considered a math whiz, then you would select group 4. Mike: I had such a strong reaction when I participated in this activity for the first time. So, I have had my own reckoning with this experience, but I wonder what impact you've seen this have on educators. Why do it? What's the impact that you hope it has for someone who's participating? Karisma: Yeah. So, I would say that a key part of promoting that ...
