In this talk, Dr. Robert Berry III unpacks the relationship between mathematics teaching and identity, agency, positionality, and authority. Specifically, this talk focuses on connecting the theoretical lens of equitable mathematics teaching and learning to practical applications.
He uses the voices of students and teachers to examine how tasks, discourse, and engagement positions them as mathematically competent. He unpacks mathematical discourse as a framework for connecting mathematics to identity and agency. The discussions of teaching practices that cultivate identity, agency, positionality, and authority are grounded in the work of the National Council of Teachers of Mathematics (NCTM).