Being a Mathematics Learner: Four Faces of Identity
By Rick Anderson. The Mathematics Educator, 2015
116 citations recorded by the source corpus.
One dimension of mathematics learning is developing an identity as a mathematics learner. The social learning theories of Gee (2001) and Wenger (1998) serve as a basis for the discussion four “faces” of identity: engagement, imagination, alignment, and nature. A study conducted with 54 rural high school students, with half enrolled in a mathematics course, provides evidence for how these faces highlight different ways students develop their identity relative to their experiences with classroom mathematics. Using this identity framework several ways that student identities—relative to mathematics learning—can be developed, supported, and maintained by teachers are provided.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/ac3c59b252341577768a14d8eed1050e754ffabc
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Andrew J. Martin
- Matthew J. Griffin
- Masako Nishio
- Lawrence M. Clark
- Jill Neumayer DePiper
- Youyoung Choi
- Judy Anderson
- Monique Verhoeven
Citations in the corpus
- Exploring the Ups and Downs of Mathematics Engagement in the Middle Years of School (2015, background): “, 2005) along with potential further attention to students’ mathematical identities (Anderson, 2007; Cobb, Gresalfi, & Hodge, 2009).”
- The Role of School in Adolescents’ Identity Development. A Literature Review (2018, methodology): “…of sociocultural scholars in our literature selection combines the former two strategies and studies identity development through the interplay between adolescents ’ engagement in school and their shared self-understandings by employing various ethnographic research methods (e.g., Anderson 2007).”
- Teacher Characteristics Associated with Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions. (2014, methodology): “(Kilpatrick et al., 2001, p. 131) Researchers have also begun conceptualizing students as having a mathematics identity (Anderson, 2007; Martin, 2000) in which self-perceptions and dispositions play major roles.”