Geodesic
A framework for learners’ mathematical identities: A critical realist perspective
Didactica Mathematicae, Tome 43 (2021), pp. 5-30.

Voir la notice de l'article provenant de la source Annales Societatis Mathematicae Polonae Series

In recent years, many researchers have turned to the concept of identity to better understand learning in social contexts. Despite the increase in research on the concept of identity, there is a need to define identity more clearly, by drawing on established theoretical frameworks. We propose the use of critical realism as a theoretical framework to define and research learners’ mathematical identities as they are constructed in classrooms. By employing critical realism, identity is defined as a social phenomenon, which exists in the real world and emerges from combinations of various generative mechanisms. We distinguish between three generative mechanisms: personal identity, social identity and agency, and we illustrate how these three generative mechanisms encompass subjective and social influences, which are responsible for the emergence of learners’ mathematical identities. We propose a framework and explore its explanatory power to understand how four secondary school learners constructed their mathematical identities through interactions with their mathematics teachers.
DOI : 10.14708/dm.v43i1.7114
Mots-clés : learners' mathematical identities, critical realism, teachers' interactions 
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Aarifah Gardee; Karin Brodie. A framework for learners’ mathematical identities: A critical realist perspective. Didactica Mathematicae, Tome 43 (2021), pp.  5-30. doi : 10.14708/dm.v43i1.7114. http://geodesic.mathdoc.fr/articles/10.14708/dm.v43i1.7114/

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