Mapping Mathematical Identities in Motion: Introducing the MINT Framework for Tracing Changes Over Time

• In Event: AERA Roundtable Session Friday 3:45 pm - Gold 3
  In Roundtable Session: Centering Culture, Identity, and Equity in Mathematics Learning and Teaching

Abstract

This paper introduces the MINT (Mathematical Identity Narratives Over Time) framework, a methodological tool for tracing changes in students’ mathematical identities across time. Developed through an iterative, theory-driven process grounded in narrative data from 13 students over a semester, MINT identifies six dimensions that are empirically sensitive to change and reflect core aspects of mathematical identities: (1) experiences and relationships with mathematics; (2) self-concept and competence beliefs; (3) beliefs about the nature, value, and relevance of mathematics; (4) goals, motivations, and approaches to learning mathematics; (5) agency and authority; and (6) sense of belonging in mathematics. The framework and its accompanying prompts center students’ voices and support researchers in analyzing how, when, and why students’ mathematical identities shift over time.

Author

• Siqi Huang, University of California - Berkeley