Reconstructing mathematical identity through critical reflection: a phenomenological study of scaffolding for prospective mathematics teachers

Research on the contribution of critical reflection through scaffolding to the construction of prospective mathematics teachers’ mathematical identity remains limited. This study aims to explore the mathematical identity of prospective mathematics teachers, identify levels of scaffolding that foster critical reflection, and examine how reflection contributes to identity reconstruction. Using a qualitative-phenomenological approach, this study involved 46 mathematics education students from various Indonesian universities with low mathematical ability and negative mathematical identity. Data were collected through questionnaires, tests, observations, and in-depth interviews, and then analysed qualitatively. Findings indicate that the interest component of mathematical identity was moderate, reconstructed through content, process, and premise reflection, supported by scaffolding level 2 (reviewing and restructuring) and level 3. The recognition component was also moderate, while competence was fragile. Both were reconstructed through content, process, and premise reflection, using scaffolding levels 2 (reviewing) and 3. The performance component was fragile, reconstructed through content, process, and premise reflection, using scaffolding levels 2 (explaining-reviewing) and 3. The belief about the nature of mathematics was moderate, reconstructed through content and premise reflection with scaffolding levels 1, 2 (reviewing-restructuring), and 3. These findings highlight the role of structured scaffolding in fostering reflective processes and strengthening prospective teachers’ mathematical identity.