Article Summary

Being a Mathematics Learner: Four Faces of Identity  PDF
Rick Anderson

2007, Vol. 17, No. 1, 7-14

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.

Last modified: 30 July 2012.
© 2012 by the Mathematics Education Student Association at The University of Georgia. All rights reserved.

The content and opinions expressed on this Web page do not necessarily reflect the views of nor are
they endorsed by the University of Georgia or the University System of Georgia.