PROCEEDINGS OF THE 23RD ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2020
Boston, Massachusetts
Attending mathematics conferences as a means for professional development: A preservice teacher’s evolvingidentity
Page: 886
In this preliminary report, we present data and initial findings on a preservice teacher’s developing identity of becoming a teacher of mathematics after attending a regional mathematics conference. We are particularly interested in reporting on one case, Krista’s, experiences leading up to the mathematics conference, her experience during the mathematics conference, and how these experiences led to the evolvement of her identity as a preservice teacher of mathematics. Reflections on the conference, focus group data, and autoethnographies written by the students were collected, and we present the preliminary analysis with the overall goals of: discussing the issues/strengths of using autoethnographies as a research methodology in mathematics education, using Krista’s experiences to help recreate similar conference experiences for other preservice teachers, and to discuss how Krista’s identity developed as she became a novice teacher of mathematics.