Journal of Adolescent & Adult LiteracyVolume 65, Issue 3 p. 203-208 Commentary Responding to a Plea for Identity and Criticality: Applying an Equity Lens to Focus Instruction Jenny McFadden, Corresponding Author Jenny McFadden jmcfadden@worwic.edu Search for more papers by this author Jenny McFadden, Corresponding Author Jenny McFadden jmcfadden@worwic.edu Search for more papers by this author First published: 20 October 2021 https://doi.org/10.1002/jaal.1203Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume65, Issue3November/December 2021Pages 203-208 RelatedInformation

We describe a model that leverages natural connections between undergraduate research and mathematics teacher preparation.The model integrates teaching and research by prompting undergraduates to continuously reflect on classroom data from lessons they have taught.It is designed to help undergraduates build identities as teachers who base decisions on empirical data, and also to build identities as future graduate students in mathematics education.The identities that undergraduates participating in the first year of the project developed pertaining to these roles are described.Undergraduates generally identified with a problem-based approach to teaching and saw themselves as future graduate students in various fields, including mathematics education.Suggestions for improving and adapting the model for use in other settings are also provided.