Dichotomies and Continuums in Mathematics Educator Identity Research

• In Event: Friday Roundtable Session 7:45 am
  In Roundtable Session: Identity, Agency, and Social Justice in Mathematics Education (Table 7)

Abstract

Dichotomies and continuums have proved helpful for researchers unraveling the complexities of mathematics identity. However, these polarizing constructs have limitations and concerns worth interrogating. In this study, I share findings from a systematic literature review of mathematics educator identity to expose these limitations and concerns. Suggestions are made for how to employ dichotomous language in ways that are helpful for research but not harmful to others.

Author

• Stephen Lewis Caviness, Syracuse University