Teacher Positioning, Student Engagement, and Mathematics Identity Development in Online Mathematics Classrooms

Abstract

ABSTRACT This mixed-methods study explores power dynamics, student engagement, and mathematics identity in online mathematics classrooms. Teacher positioning plays a crucial role in shaping these dynamics, yet research on power dynamics in online math classrooms is limited. The study employs classroom observations, survey questions, and interviews to gather data. Ten teachers were observed, and data from 60 students were included in the analysis. The findings inform instructional strategies that foster engagement, empowerment, and positive mathematics identities, intending to create inclusive online environments that support students’ mathematical growth and identity formation. The study reveals a moderate power imbalance and teacher authority, highlighting the need for equitable power distribution. Teachers’ dominant roles may hinder student autonomy and active engagement. Strengthening collaborative and empowerment strategies holds the potential to cultivate student participation and agency. This research contributes to the existing knowledge on power dynamics, student engagement, and mathematics identity in online classrooms, addressing a significant research gap. Recommendations include involving students in decision-making processes, implementing collaborative strategies, raising awareness of power dynamics, and providing professional development for teachers.