Journal of Research in Science, Mathematics and Technology Education

Examining the Connections between Students’ General Perceptions of Mathematics and their Affiliations with Specific Lesson Segments

Mitchelle M. Wambua 1 *
1 Washington University in St. Louis* Corresponding Author
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Journal of Research in Science, Mathematics and Technology Education, Volume 8, Issue SI, June 2025, pp. 383-401
OPEN ACCESS VIEWS: 47 DOWNLOADS: 21 Publication date: 15 Jun 2025
ABSTRACT
As students learn school mathematics, they form identities about what it means to be mathematically competent. These identities both influence and are influenced by their general perceptions of school mathematics and their moment-to-moment experiences in mathematics classrooms. This study explores, through lesson observations, individual student surveys, and interviews, the connections that exist among secondary students’ general perceptions of school mathematics, their perceived mathematical competence, and how they identify with various lesson segments in their mathematics classrooms. The findings show that although there exists some explicit connections between students’ general mathematics identities and their affiliations with various lesson segments, students’ identity narratives for specific lesson segments vary based on the value they attach to those lesson segments. Implications for these findings are discussed, including the caution against educators holding a single identity marker for students.
KEYWORDS
Lesson Segments, Identity narratives, School Mathematics
CITATION (APA)
Wambua, M. M. (2025). Examining the Connections between Students’ General Perceptions of Mathematics and their Affiliations with Specific Lesson Segments. Journal of Research in Science, Mathematics and Technology Education, 8(SI), 383-401. https://doi.org/10.31756/jrsmte.4116SI
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