From Empirical Challenges to Methodological Innovation: Intersecting Traditions of Video-based Research for Dual Math Identity

• In Event: Expanding the Edges of Method: Multimodal, Participatory, and Equity-Centered Innovations in Qualitative Research

Abstract

This qualitative research united self-study and traditions of video-based educational research to contextualize dual mathematics identity—as a learner in graduate mathematics classrooms and as an instructor at a U.S.-based university. Mathematics identity research theoretically framed the study in which self-generated videos were transcribed and analyzed by adapting video-based educational research conventions. This paper extends current mathematics identity research by proposing a methodological approach to integrate video-based research traditions in the context of dual mathematics identity of learner and teacher. As the researcher embodies both roles, this approach offers a new vision for video-based educational research, making inner landscapes visible and transcending the limitations of identity research, where the identities of researchers and participants often do not overlap.

Author

• Jialu Fan, University of Minnesota, Twin Cities