PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Calculus variatoins as figured worlds for mathematical identity development
Page: 638
Calculus is often an essential milestone during a students’ time in college and can be especially impactful for students wishing to major in in a math or science field. Given its relative importance, the ways in which calculus courses are delivered can have a lasting impact on a student’s trajectory and relationship with mathematics. In this study we document the ways in which three calculus course variations at the same University operate to promote different mathematics identities for students. Drawing on the Holland et. al.’s (1998) framework of figured worlds we showcase the ways in which these course variations act as if they are different calculus worlds that constitute socially organized and produced realms of being. We highlight the ways in which these figured worlds position or fail to position students with the opportunity to refigure themselves and others as learners and doers of mathematics.