Evolving math doer identities in a GED classroom

This study investigates the use of mathematical discourses, facilitated student participation, and agentive problem-solving in a GED math class to improve students' identities as doers of mathematics. Research on marginalized students in K-12 public schools who were taught in this manner developed an additive identity of a math doer and showed a high correlation to increased algebra knowledge and problem-solving skills. This study will analyze the effectiveness of these teaching methods for adults in a GED math class and define the characteristics of a doer of mathematics. Participation in math discourses, students' self-evaluation of math abilities and the development of the math doer identity will be evaluated for a correlation to increased GED Math Test scores. In addition, the qualitative analysis of classroom problem presentations and student-tostudent interactions illustrate the evolving math doer identity.