Practice-Linked Identity in and out of Mathematics

• In Event: AERA Poster Session 9
  In Poster Session: Mathematics Education Research (San Diego)

Abstract

Sociocultural research raises important questions about the ways structures and practices in activities contribute to practice-liked identities. Grounded in the perspective that identity is both social and relational, we examine the differing identities of 15-year-old Jamie across two STEM practices: learning mathematics and breeding rabbits for specific genetic traits. Using a three-tiered analysis of two stories Jamie told during an interview, we examine how the same person accomplishes different identities across two arguably related activities. Jamie’s story about mathematics accomplishes a practice-linked identity that is consistent with the limited identities well-documented in the mathematics education literature. Her story about breeding rabbits accomplishes a more positive and agentive identity. Implications for design work in mathematics education are discussed.

Authors

• Frederick Peck, University of Montana - Missoula

• Mary Alice Carlson, Montana State University

• Katherine McWalters, Montana State University