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ERIC Number: EJ827381
Record Type: Journal
Publication Date: 2009-Jan
Pages: 29
Abstractor: As Provided
Reference Count: 62
ISSN: ISSN-0021-8251
An Interpretive Scheme for Analyzing the Identities that Students Develop in Mathematics Classrooms
Cobb, Paul; Gresalfi, Melissa; Hodge, Lynn Liao
Journal for Research in Mathematics Education, v40 n1 p40-68 Jan 2009
Our primary purpose in this article is to propose an interpretive scheme for analyzing the identities that students develop in mathematics classrooms that can inform instructional design and teaching. We first introduce the key constructs of normative identity and personal identity, and then illustrate how they can be used to conduct empirical analyses. The case on which the sample analysis focuses concerns a single group of middle school students who were members of two contrasting classrooms in which what it meant to know and do mathematics differed significantly. The resulting analyses document the forms of agency that students can legitimately exercise in particular classrooms, together with how authority is distributed and thus to whom students are accountable, and what they are accountable for mathematically. In the final section of the article, we clarify the relation of the interpretative scheme to other current work on the identities that students are developing in mathematics classrooms. (Contains 1 figure and 15 footnotes.)
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 7; Grade 8; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A