Smith, W. M., Lawler, B. R., Bowers, J., & Augustyn, L. (Eds.). (2017). Proceedings of the sixth annual Mathematics Teacher Education Partnership conference. Washington, DC: Association of Public and Land-grant Universities. Mathematical Autobiography as a Window into Sociopolitical Teacher Identity Brian R. Lawler, Kennesaw State University, blaw@kennesaw.edu Emma Carene Gargroetzi, Stanford University, egroetzi@stanford.edu Abstract This paper describes a study of sociopolitical mathematics teacher identity. Twelve prospective math teachers (PMTs) wrote multistage mathematics autobiographies (mathographies) in a mathematics methods course. We present an analysis of their narratives, making use of two distinct theoretical lenses, to consider how the PMTs may be negotiating emergent sociopolitical mathematics teacher identities. Implications for the preparation of mathematics teachers will be considered. Keywords: mathematics teacher preparation, teacher identity Introduction Underlying the work of the Mathematics Teacher Education Partnership (MTE-Partnership) to improve the preparation of secondary mathematics teachers are numerous challenges that fall under the umbrella of “equity,” such as recruitment and retention of a diverse pool of prospective mathematics teachers (PMTs) as well as preparing them in a manner that ensures they recognize that each and every student has the potential to make important mathematical contributions. A more complex challenge is articulated in the MTE-Partnership Guiding Principle 6-C (2014), “Sense of Justice: The teacher preparation program fosters a sense of agency in its teacher candidates so that through their actions, behaviors, and advocacy, candidates demonstrate a dedication to equitable pedagogy that promotes democratic principles by holding high expectations for all students, while recognizing and honoring their diversity.” The recent AMTE Standards for Mathematics Teacher Preparation (2016) press further on the development of this sense of justice in Standard C.4, “Social Contexts of Mathematics Teaching and Learning” (p. 23), including an understanding of the roles of power, privilege, and oppression in the history of mathematics education. Related, the AMTE Standards also call for the PMTs to learn to support the development of positive mathematical identities within each one of their students. Mathematics teacher preparation is a key location for shifting the culture of mathematics teaching to attend to issues of equity, identity, and critical consciousness (Aguirre, Mayfield-Ingram, & Martin, 2013). Equity issues such as these can be considered from a sociopolitical viewpoint (Gutiérrez, 2013; Mellin- Olsen, 1987), a perspective that examines the students produced by mathematics education, in which traditional dimensions of identity interact with agency, authority, and power. PMTs bring to their teacher preparation programs ideals and assumptions about education and mathematics, informed by both societal views and their own experiences in mathematics classrooms. Mathematics teacher educators that embrace sociopolitical goals often aim to disrupt these assumptions, to prepare PMTs with an awareness of themselves and their students as sociopolitical actors in a complex world. We call this orientation, when taken up as one’s own, or, when sustained and performed over time, a sociopolitical mathematics teacher identity (Gargroetzi & Lawler, 2017). 88