RUME 25
2023
Omaha, Nebraska
“Hey, I am doing it!” Developing the Mathematics Identity of Latin* Students in a Specifications Grading Calculus Course
Page: 1139
Calculus courses should embrace innovative pedagogies that promote Latin* students’ mathematics identity development. One such pedagogy is specifications grading, which might foster students’ growth-mindset and perseverance in mathematics. In this study, we examine the mathematics identity development of two Latin* students’ in Calculus courses with specifications grading, and we compare this development to that of a student not enrolled in a specifications grading course. We compare the changes in the students’ mathematical competence and the changes in their sense of recognition as a doer of mathematics. We discuss how aspects of the specifications grading pedagogy can contribute to students’ mathematics identity development.