Exploring Mathematical Identity: Narratives of Black Female Prospective Teachers
Location
Boston 2&3
Session Format
Presentation
Abstract
Black females encounter unique experiences that shape their mathematical identities. As they progress through teacher preparation programs and transition from student to teacher, it is critical to examine how their life experiences in and out of school inform both their own identities and the ways teacher education can support their strengths. Understanding these trajectories provides insight into how Black females’ assets may be leveraged to nurture their positive mathematical identities and, in turn, influence the K–5 students they will teach.
This study focused on two Black female prospective elementary teachers, purposely selected as future educators of students at the early stages of mathematical identity development. Prospective teachers’ mathematical identities shape their dispositions toward mathematics and their instructional practices. Data were collected through autobiographical videos and interviews, which were transcribed, segmented into message units, and organized into chronological “stories” that highlighted place, plot, and scene.
Themes emerged for each participant. For the first: culture and parent expectations, teachers, academic performance, and helping others. For the second: support, positioning in society, and teacher interactions. A synthesis of these narratives revealed commonalities across participants. Findings highlight the role of life experiences in shaping identity, offering implications for teacher preparation and directions for future research.
Keywords
Mathematical identity, Prospective teachers, teacher preparation program
Professional Bio
Dr.Tandrea Fulton is an Assistant Professor of Mathematics Education at Kennesaw State University. Her research explores how Black girls and women draw on culture, history, and lived experiences to shape mathematical identities that affirm brilliance, challenge dominant narratives, and promote liberation.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Fulton, Tandrea M., "Exploring Mathematical Identity: Narratives of Black Female Prospective Teachers" (2026). Georgia Educational Research Association Conference. 40.
https://digitalcommons.georgiasouthern.edu/gera/2026/2026/40
Exploring Mathematical Identity: Narratives of Black Female Prospective Teachers
Boston 2&3
Black females encounter unique experiences that shape their mathematical identities. As they progress through teacher preparation programs and transition from student to teacher, it is critical to examine how their life experiences in and out of school inform both their own identities and the ways teacher education can support their strengths. Understanding these trajectories provides insight into how Black females’ assets may be leveraged to nurture their positive mathematical identities and, in turn, influence the K–5 students they will teach.
This study focused on two Black female prospective elementary teachers, purposely selected as future educators of students at the early stages of mathematical identity development. Prospective teachers’ mathematical identities shape their dispositions toward mathematics and their instructional practices. Data were collected through autobiographical videos and interviews, which were transcribed, segmented into message units, and organized into chronological “stories” that highlighted place, plot, and scene.
Themes emerged for each participant. For the first: culture and parent expectations, teachers, academic performance, and helping others. For the second: support, positioning in society, and teacher interactions. A synthesis of these narratives revealed commonalities across participants. Findings highlight the role of life experiences in shaping identity, offering implications for teacher preparation and directions for future research.
