Main Article Content
This article aims to describe the mathematical identity of elementary school students during studying mathematics. When studying mathematics, the students often face difficulties in understanding the concepts which results the decrease in their learning motivation. It will lead to the lack of development of their mathematical identity. The students who are able to develop their mathematical identity well are more likely to succeed in learning mathematics. A qualitative approach was employed to trace the students’ mathematical identity. Questions and interviews were used to collect the data. The findings indicated during participating in the group learning activities, the students were able to increase their motivation. Therefore, it can improve their mathematical identity.
Bobango, J. C. (1993). Bobango, J. C. (1993). Geometry for all student: Phase-Based Instruction. Dalam Cuevas (Eds). Reaching All Students With Mathematics. Virginia: The National Council of Teachers of Mathematics.
Darinka Radovic, Laura Black, Christian E. Salas, & Julian Williams. (2017). Being a Girl Mathematician: Diversity of Positive Mathematical Identities in a Secondary Classroom. Journal for Research in Mathematics Education, 48(4), 434. https://doi.org/10.5951/jresematheduc.48.4.0434
Del Fava, R. (2005). Self efficacy and learner achievement in geometry. Unpublished Med Dissertation: Nelson Mandela Metropolitan University.
Francis, B., Skelton, C., & Read, B. (n.d.). The simultaneous production of educational achievement and popularity: How do some pupils accomplish it? British Educational Research Journal, 36(2), 317–340. doi:10.1080/01411920902919265. 2010.
Grant, M. R., Crompton, H., & Ford, D. J. (2015). Black Male Students and the Algebra Project: Mathematics Identity as Participation. Journal of Urban Mathematics Education, 8(2), 87–118. Retrieved from http://ezproxy.msu.edu/login?url=http://search.proquest.com/docview/1773226624?accountid=12598
Hannula, M. S., Di Martino, P., Pantziara, M., Zhang, Q., Morselli, F., Heyd-Metzuyanim, E., … Goldin, G. A. (2016). Attitudes, Beliefs, Motivation and Identity in Mathematics Education. https://doi.org/10.1007/978-3-319-32811-9
Juzwik, M. M. (2006). Situating Narrative-Minded Research: A Commentary on Anna Sfard and Anna Prusak’s “Telling Identities.” Educational Researcher, 35(9), 13–21. https://doi.org/10.3102/0013189X035009013
Kaasila, R., Laine, A., & Pehkonen, E. (2005). Autobiographical Narratives , Identity and View of Mathematics. Cerme, 4(Kaasila 2000), 215–224.
Lutovac, S., & Kaasila, R. (2011). Beginning a pre-service teacher’s mathematical identity work through narrative rehabilitation and bibliotherapy. Teaching in Higher Education, 16(2), 225–236. https://doi.org/10.1080/13562517.2010.515025
Marsh, H.W., Trautwein, U., Ludtke, O., & Koller, O. (2008). social comparasion and big-fish-little-pond effects on self-concept and other self-belief constructs: role of generalized and specific others. journal of educational psychology, 100(3), 510-524. doi:10.1037/0022-0622.214.171.1240.
Martin, D. B. (2000). Mathematics success and failure among African-American youth: The roles of sociohistorical context, community forces, school influence, and individual agency. Mahwah, NJ: Erlbaum.
Martin, D. B. (2009). Does race matter? Teaching Children Mathematics, 16(3), 134–139.
Oppland-Cordell, S., & Martin, D. B. (2015). Identity, power, and shifting participation in a mathematics workshop: Latin@ students’ negotiation of self and success. Mathematics Education Research Journal, 27(1). https://doi.org/10.1007/s13394-014-0127-6
Rosemary Mkhize, D. (2017). Forming Positive Identities to Enhance Mathematics Learning among Adolescents. Universal Journal of Educational Research, 5(2), 175–180. https://doi.org/10.13189/ujer.2017.050201
Sfard, A., & Prusak, A. (2005). Identity that makes a difference: Substantial learning as closing the gap between actual and designated identities. Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education, 1, 37–52. Retrieved from http://www.emis.ams.org/proceedings/PME29/PME29Plenaries/PME29SfardPrusakPlenary.pdf
Sfard, A., & Prusak, A. (2005). Telling Identities: In Search of an Analytic Tool for Investigating Learning as a Culturally Shaped Activity. Educational Researcher, 34(4), 14–22. https://doi.org/10.3102/0013189X034004014
Sudarman. (2000). pengembangan paket pembelajaran berbantuan komputer materi luas dan keliling segitiga untuk kelas V sekolah dasar.
Wenger, E. (1998). communities of practice: learning, meaning and identity. Cambridge, UK: Cambridge University press. ISBN 0521430178 hbk;052166363 6 pbk.
WS Grolnick & RM Ryan. (1987). Autonomy in children’s learning: An experimental and individual differences investigation. Journal of personality and Social Psychology, 52, 890-898.