Abstract
Elementary preservice teachers enter teacher preparation programs with preformed conceptions of their abilities as mathematics learners that directly influence their sense of self as mathematics teachers. Often, they have had experiences that leave them feeling anxious about their capability to be effective mathematics teachers, which negatively impacts student outcomes. Math autobiographies offer teacher educators a window into the historical factors that influence preservice teachers’ math identity development and help them reflect on how these experiences have shaped them. Providing counterpoint experiences in mathematics pedagogical coursework can help preservice teachers overcome past influences and foster positive identities as future mathematics teachers.
Published Version
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