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Towards conceptual coherence in the research on mathematics learner identity: a systematic review of the literature

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Abstract

This paper presents the results of a systematic review of the empirical literature, reported in research journals, on Mathematics Learner Identity (MLI). In the mathematics education research field, arguments have been made that the conceptualization of Mathematics Identity (MI) is inconsistent and this makes the literature as a whole incoherent. This study aims to summarize how the concept has been employed and to develop an integrative model for analyzing concept-definitions and concept-operationalizations of MLI. An analysis of 69 papers revealed 3 main dimensions that characterized how identity is conceptually defined in any research literature (social/subjective, enacted/representational and change/stability) and 5 main categories that describe how the literature has implemented these dimensions operationally (identity as individual attributes; identity as narratives; identity as a relationship with specific practices; identity as ways of acting; and identities as afforded and constrained by local practices). An emphasis on representational aspects of identities, particularly during higher education, and enacted and practice-related identities during primary and secondary education research was found. The discussion shows how the field would be clarified if studies made their choices of conceptualization clear in terms of these dimensions and categories, and if research as a whole becomes more aware of restrictions/limitations in identity research, particularly at different points of the educational trajectory of students.

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Notes

  1. These journals were chosen because they were considered highly influential in Mathematics Education Research. Recently, they were listed as some of the highest ranked journals in the field (Nivens &·Otten, 2017).

  2. We used the code representational when identity was seen as constructed using symbolic resources or “representations,” or when it was defined as a semiotically mediated construction. Most studies do not see these symbolic resources as representation of an inner-identity (a mental construct) as discussed by Sfard (2006).

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Acknowledgements

The work of the first author was funded by the National Commission for Scientific and Technological Research in Chile (CONICYT) and by the Center for Mathematical Modeling through a Basal project (CMM) and Unité Mixte Internationale UMI CNRS 2807.

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Authors and Affiliations

  1. Center for Mathematical Modeling, Universidad de Chile, Beauchef 851, Santiago, Chile

    Darinka Radovic

  2. School of Education, The University of Manchester, Oxford Road, Manchester, M13 9PL, UK

    Laura Black & Julian Williams

  3. Laboratorio de Neurociencia Cognitiva y Social (LaNCyS), Escuela de Psicología, Universidad Diego Portales, Vergara 275, Santiago, Chile

    Christian E. Salas

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  1. Darinka Radovic
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  2. Laura Black
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Correspondence to Darinka Radovic.

Appendix: Articles included in the Literature Review

Appendix: Articles included in the Literature Review

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Radovic, D., Black, L., Williams, J. et al. Towards conceptual coherence in the research on mathematics learner identity: a systematic review of the literature. Educ Stud Math 99, 21–42 (2018). https://doi.org/10.1007/s10649-018-9819-2

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  • DOI: https://doi.org/10.1007/s10649-018-9819-2

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