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ERIC Number: EJ1216241
Record Type: Journal
Publication Date: 2019-Jun
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1863-9690
Mathematics Identity Research: The State of the Art and Future Directions
Graven, Mellony; Heyd-Metzuyanim, Einat
ZDM: The International Journal on Mathematics Education, v51 n3 p361-377 Jun 2019
Identity research in mathematics education has become increasingly prominent over the past two decades. In the last few years, there have been several reviews of identity literature in the field of mathematics education generally, or specifically focused on mathematics learner identities or mathematics teacher identity. We begin our paper by summarizing the key findings of these reviews, pointing to various categorizations proposed by their authors, and the key critiques raised therein. We then report on our more recent review of identity literature in mathematics education published in the top twenty mathematics education journals over the past 5 years (47 articles in total). This review enables us firstly to speak descriptively about the extent to which the field is evolving (or not) in relation to earlier findings (dominant regions, focus of research, methods and perspectives used). Secondly, following deeper analysis of the papers, we speak to the way in which the field is addressing (or not) key critiques raised by reviews. Our analysis points to several theoretical, methodological and empirical absences and challenges requiring further engagement. We further highlight key absences in the research, particularly a lack of cross-national comparative studies and studies that connect learner and teacher identities. We then provide a summary discussion and analysis of the contributions of the present special issue papers and engage with how these take the field forward. Finally, we engage with the implications of our analysis and recommendations for future directions for research.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A