A Study of students’ Identity Formed through Mathematics Education practices: Making hypothetical identities identified in terms of habits

Abstract

　　The purpose of this research is to clarify what humanity is formed through mathematics education practices.  To approach to this big purpose, it is necessary to focus on the particular students because they participate in the mathematics lessons in their own, different ways.  The author discusses their humanity theoretically and compare with each other Therefore, in this paper, the author aims to make the hypothesis about students’ humanity formed through secondary school mathematics education practices by focusing on student teachers.  

　　The author uses Paul Ricoeur’s identity theory which considers humanity in terms of habits to make the hypothesis.  Firstly, the author describes the habits formed in secondary school mathematics learning by referring to the Ricoeurs’ definition of habits.  Secondarily, the author makes the theoretical framework by adopting the hypothetical habits, and finally, interprets the students’ habits obtained from the worksheet descriptions and interview data by applying the framework.  

　　As the result of this research, the author made the hypothesis of the existence of humanity with a “confident identity”, which is acting as guaranteeing the correctness of logic.