Bryan Meyer

People form their definition of mathematics and their identity in relation to that mathematics through their experiences in the classroom. My research has led me to investigate how student agency, or the willingness and/or perceived ability to act in our experience, is intimately connected to mathematical identity. In my investigation, I have taken a critical eye to the formation of identity, conjectured about the construction of knowledge, and reconsidered what might count as mathematical activity. All of this is an attempt to foster agency and restore the human element to the mathematics classroom by centering it in the habits of mind that are part of us all.