High School Students' Mathematics Experiences and Mathematics Learner Identities in a Rural Georgia Town: A Qualitative Study Using Autophotography with Photo-Elicitation

This study examines the mathematics experiences (MEs) and mathematics learner identities (MLIs) of high school students in a rural Georgia town, addressing the underrepresentation of rural perspectives in mathematics education through an asset-based lens. Using autophotography with photo-elicitation, ten participants captured images reflecting their MEs, MLIs, and recommendations for improvement. Semi-structured interviews and focus groups along with two mini-cases amplified participant voices, guided by the frameworks of Four Faces of Mathematics Learner Identity (4F), Content Learning and Identity Construction (CLIC), and Critical Rural Theory (CRuT). Findings highlight how rural students’ MEs and MLIs are shaped by both the strengths of their communities—such as close relationships, community-centered practices and policies, and adaptable structures—and challenges, including limited access to advanced coursework and less mathematics teachers. Participants emphasized the role of collaborative, exploratory learning and the impact of relationships with teachers, peers, families, and community members. They advocated for more student-centered instruction and stronger community involvement to increase engagement and perceived relevance in mathematics learning. This research underscores the need to center rural student perspectives to improve mathematics education and foster positive MLIs. The findings offer actionable insights for educators, administrators, policymakers, and community stakeholders, promoting more engaging and relevant learning environments that empower rural students as confident mathematics learners.