This qualitative study investigated how confidence chats affect how students with disabilities (SWD) position themselves during mathematics discourse and the impact the confidence chats had on a student’s mathematical identity. A critical discourse analysis was conducted over a three-month period using transcripts from classroom observations, student-teacher confidence chats, and teacher interview debriefs. Findings revealed that following the confidence chats, SWD participated in discourse, and students were able to adjust their positioning in relation to others. Over the course of the study, student collaboration increased and their reliance on teacher support decreased. In addition, the findings indicated that confidence chats provided a window into students’ macro-identities which the teacher was not seeing during classroom interactions. Students were positioned in relation to tests and grades and were not seeing the relevance of how mathematics is preparing them for college or career readiness. The implications of this study suggest that students may not know what collaboration looks and sounds like. Taking time to set norms and expectations is a critical element when providing opportunities for discourse in the classroom. Additionally, student strengths need to be affirmed, so students build confidence in their mathematical abilities and connect their mathematics identities to positive experiences and the real-world.
| Identifer | oai:union.ndltd.org:ucf.edu/oai:stars.library.ucf.edu:etd2023-1316 |
| Date | 01 January 2024 |
| Creators | Penny, Kelly R |
| Publisher | STARS |
| Source Sets | University of Central Florida |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Graduate Thesis and Dissertation 2023-2024 |
| Rights | In copyright |
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