Being a Mathematics Learner: Four Faces of Identity

Rick Anderson

110 citations0/0 files storedTHE MATHEMATICS EDUCATOR

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Mathematics Education and Teaching Techniques Mathematics Education and Pedagogy Education, Achievement, and Giftedness

Abstract

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.

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References

1994Situated Learning: Legitimate Peripheral Participation.1999Communities of practice learning, meaning, and identity 19951. Toward a Theory of Culturally Relevant Pedagogy 1910How We Think 2000Chapter 3 : Identity as an Analytic Lens for Research in Education 2005Telling Identities: In Search of an Analytic Tool for Investigating Learning as a Culturally Shaped Activity 1992The psychological basis of problem-based learning 2002Where Mathematics Comes From: How the Embodied Mind Brings Mathematics into Being

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2012Content Learning and Identity Construction: A Framework to Strengthen African American Students’ Mathematics and Science Learning in Urban Elementary Schools 2014Teacher Characteristics Associated With Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions 2011Young African American children constructing academic and disciplinary identities in an urban science classroom 2016Post-structuralist potentialities for studies of subjectivity and second language learning in early childhood

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