
06454548
j
2015d.00105
Wood, Marcy B.
Mathematical microidentities: momenttomoment positioning and learning in a fourthgrade classroom.
J. Res. Math. Educ. 44, No. 5, 775808 (2013).
2013
National Council of Teachers of Mathematics (NCTM), Reston, VA
EN
C22
C32
selfconcept
mathematics skills
mathematical concepts
classroom communication
activities
interactions
identity
discourse
learning
http://www.nctm.org/publications/article.aspx?id=39744
Summary: Identity is an important tool for understanding students' participation in mathematics lessons. Researchers usually examine identity at a macroscale: across typical classroom activity and in students' selfreports. However, learning occurs on a microscale: in moments during a lesson. To capture identity in these moments, I used positioning theory to develop a framework of microidentity and then to examine the identities and learning of 1 fourthgrade student during 1 mathematics lesson. This study demonstrates how mathematical identities can shift in dramatic ways in response to minor changes in context so that a student might be, in one moment, engaged in an identity that undermines learning and then later engaged in an academically productive identity. These shifting microidentities have important implications for mathematical learning, classroom contexts, and macroidentities.