메뉴 건너뛰기




Volumn 93, Issue 1, 2016, Pages 19-33

Identity research in mathematics education

Author keywords

Identity; Literature review; Mathematics education; Performative

Indexed keywords


EID: 84961832135     PISSN: 00131954     EISSN: 15730816     Source Type: Journal    
DOI: 10.1007/s10649-016-9696-5     Document Type: Review
Times cited : (144)

References (94)
  • 1
    • 84859771012 scopus 로고    scopus 로고
    • Being a mathematics learner: Four faces of identity
    • Anderson, R. (2007). Being a mathematics learner: Four faces of identity. Mathematics Educator, 17(1), 7–14.
    • (2007) Mathematics Educator , vol.17 , Issue.1 , pp. 7-14
    • Anderson, R.1
  • 2
    • 84857552658 scopus 로고    scopus 로고
    • A ‘Curling teacher’ in mathematics education: Teacher identities and pedagogy development
    • Andersson, A. (2011). A ‘Curling teacher’ in mathematics education: Teacher identities and pedagogy development. Mathematics Education Research Journal, 23(4), 437–454. doi:10.1007/s13394-011-0025-0
    • (2011) Mathematics Education Research Journal , vol.23 , Issue.4 , pp. 437-454
    • Andersson, A.1
  • 5
    • 84856078777 scopus 로고    scopus 로고
    • She’s always been the smart one. I’ve always been the dumb one”: Identities in the mathematics classroom
    • Bishop, J. (2012). “She’s always been the smart one. I’ve always been the dumb one”: Identities in the mathematics classroom. Journal for Research in Mathematics Education, 43(1), 34–74.
    • (2012) Journal for Research in Mathematics Education , vol.43 , Issue.1 , pp. 34-74
    • Bishop, J.1
  • 7
    • 72149086392 scopus 로고    scopus 로고
    • Developing a ‘leading identity’: The relationship between students’ mathematical identities and their career and higher education aspirations
    • Black, L., Williams, J., Hernandez-Martinez, P., Davis, P., Pampaka, M., & Wake, G. (2010). Developing a ‘leading identity’: The relationship between students’ mathematical identities and their career and higher education aspirations. Educational Studies in Mathematics, 73(1), 55–72. doi:10.1007/s10649-009-9217-x
    • (2010) Educational Studies in Mathematics , vol.73 , Issue.1 , pp. 55-72
    • Black, L.1    Williams, J.2    Hernandez-Martinez, P.3    Davis, P.4    Pampaka, M.5    Wake, G.6
  • 8
    • 1842560620 scopus 로고    scopus 로고
    • Participation, knowledge and beliefs: A community perspective on mathematics learning
    • Boaler, J. (1999). Participation, knowledge and beliefs: A community perspective on mathematics learning. Educational Studies in Mathematics, 40(3), 259–281.
    • (1999) Educational Studies in Mathematics , vol.40 , Issue.3 , pp. 259-281
    • Boaler, J.1
  • 9
    • 4544284957 scopus 로고    scopus 로고
    • The development of disciplinary relationships: Knowledge, practice and identity in mathematics classrooms
    • Boaler, J. (2002). The development of disciplinary relationships: Knowledge, practice and identity in mathematics classrooms. For the Learning of Mathematics, 22(1), 42–47. doi:10.2307/40248383
    • (2002) For the Learning of Mathematics , vol.22 , Issue.1 , pp. 42-47
    • Boaler, J.1
  • 11
    • 41449103553 scopus 로고    scopus 로고
    • Creating mathematical futures through an equitable teaching approach: The case of railside school
    • Boaler, J., & Staples, M. (2008). Creating mathematical futures through an equitable teaching approach: The case of railside school. Teachers College Record, 110(3), 608–645. doi:10.5951/mathteacmiddscho.19.8.0478
    • (2008) Teachers College Record , vol.110 , Issue.3 , pp. 608-645
    • Boaler, J.1    Staples, M.2
  • 13
    • 0002198248 scopus 로고
    • The narrative construction of reality
    • Bruner, J. (1991). The narrative construction of reality. Critical Inquiry, 18(1), 1–21. doi:10.1086/448619
    • (1991) Critical Inquiry , vol.18 , Issue.1 , pp. 1-21
    • Bruner, J.1
  • 14
    • 0001545909 scopus 로고
    • Performative acts and gender constitution: An essay in phenomenology and feminist theory
    • Butler, J. (1988). Performative acts and gender constitution: An essay in phenomenology and feminist theory. Theatre Journal, 40(4), 519–531. doi:10.2307/3207893
    • (1988) Theatre Journal , vol.40 , Issue.4 , pp. 519-531
    • Butler, J.1
  • 16
    • 84890574438 scopus 로고    scopus 로고
    • What mathematics education might learn from the work of well-respected African American mathematics teachers in urban schools
    • Chazan, D., Brantlinger, A., Clark, L. M., & Edwards, A. R. (2013). What mathematics education might learn from the work of well-respected African American mathematics teachers in urban schools. Teachers College Record, 115(2), 1–40.
    • (2013) Teachers College Record , vol.115 , Issue.2 , pp. 1-40
    • Chazan, D.1    Brantlinger, A.2    Clark, L.M.3    Edwards, A.R.4
  • 17
    • 17044433422 scopus 로고    scopus 로고
    • Learning about “learning identities” in the school arithmetic practice: The experience of two young minority Gypsy girls in the Greek context of education
    • Chronaki, A. (2005). Learning about “learning identities” in the school arithmetic practice: The experience of two young minority Gypsy girls in the Greek context of education. European Journal of Psychology of Education, 20(1), 61–74.
    • (2005) European Journal of Psychology of Education , vol.20 , Issue.1 , pp. 61-74
    • Chronaki, A.1
  • 18
    • 84979007039 scopus 로고    scopus 로고
    • Troubling” essentialist identities: Performative mathematics and the politics of possibility
    • Kontopodis M, Wulf D, Fichtner B, (eds), 3, Springer, Dordrecth
    • Chronaki, A. (2011). “Troubling” essentialist identities: Performative mathematics and the politics of possibility. In M. Kontopodis, D. Wulf, & B. Fichtner (Eds.), Children, development and education (Vol. 3, pp. 207–226). Dordrecth: Springer. doi:10.1007/978-94-007-0243-1_13
    • (2011) Children, development and education , pp. 207-226
    • Chronaki, A.1
  • 20
    • 84892486017 scopus 로고    scopus 로고
    • Technology use and mathematics teaching: Teacher change as discursive identity work
    • Chronaki, A., & Matos, A. (2014). Technology use and mathematics teaching: Teacher change as discursive identity work. Learning, Media & Technology, 39(1), 107–125. doi:10.1080/17439884.2013.776076
    • (2014) Learning, Media & Technology , vol.39 , Issue.1 , pp. 107-125
    • Chronaki, A.1    Matos, A.2
  • 21
    • 58549097867 scopus 로고    scopus 로고
    • An interpretive scheme for analyzing the identities that students develop in mathematics classrooms
    • Cobb, P., Gresalfi, M., & Hodge, L. (2009). An interpretive scheme for analyzing the identities that students develop in mathematics classrooms. Journal for Research in Mathematics Education, 40(1), 40–68.
    • (2009) Journal for Research in Mathematics Education , vol.40 , Issue.1 , pp. 40-68
    • Cobb, P.1    Gresalfi, M.2    Hodge, L.3
  • 22
    • 84973820856 scopus 로고
    • Stories of experience and narrative inquiry
    • Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2–14. doi:10.3102/0013189x019005002
    • (1990) Educational Researcher , vol.19 , Issue.5 , pp. 2-14
    • Connelly, F.M.1    Clandinin, D.J.2
  • 24
    • 40649103475 scopus 로고    scopus 로고
    • Troubling teacher identity: Preparing mathematics teachers to teach for diversity
    • de Freitas, E. (2008). Troubling teacher identity: Preparing mathematics teachers to teach for diversity. Teaching Education, 19(1), 43–55. doi:10.1080/10476210701860024
    • (2008) Teaching Education , vol.19 , Issue.1 , pp. 43-55
    • de Freitas, E.1
  • 26
  • 28
    • 71449122027 scopus 로고    scopus 로고
    • Ideas and identities: Supporting equity in cooperative mathematics learning
    • Esmonde, I. (2009). Ideas and identities: Supporting equity in cooperative mathematics learning. Review of Educational Research, 79(2), 1008–1043.
    • (2009) Review of Educational Research , vol.79 , Issue.2 , pp. 1008-1043
    • Esmonde, I.1
  • 30
    • 0034488139 scopus 로고    scopus 로고
    • Identity as an analytic lens for research in education
    • Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99–125. doi:10.2307/1167322
    • (2000) Review of Research in Education , vol.25 , pp. 99-125
    • Gee, J.P.1
  • 32
    • 84935425488 scopus 로고
    • Identifying identity: A semantic history
    • Gleason, P. (1983). Identifying identity: A semantic history. The Journal of American History, 69(4), 910–931. doi:10.2307/1901196
    • (1983) The Journal of American History , vol.69 , Issue.4 , pp. 910-931
    • Gleason, P.1
  • 34
    • 84892845371 scopus 로고    scopus 로고
    • Sociocultural perspectives in research on and with teachers: A zone theory approach
    • Goos, M. (2013). Sociocultural perspectives in research on and with teachers: A zone theory approach. ZDM, 45, 521–533. doi:10.1007/s11858-012-0477-z
    • (2013) ZDM , vol.45 , pp. 521-533
    • Goos, M.1
  • 35
    • 38049150366 scopus 로고    scopus 로고
    • Developing a communal identity as beginning teachers of mathematics: Emergence of an online community of practice
    • Goos, M. E., & Bennison, A. (2008). Developing a communal identity as beginning teachers of mathematics: Emergence of an online community of practice. Journal of Mathematics Teacher Education, 11(1), 41–60. doi:10.1007/s10857-007-9061-9
    • (2008) Journal of Mathematics Teacher Education , vol.11 , Issue.1 , pp. 41-60
    • Goos, M.E.1    Bennison, A.2
  • 36
    • 79955861163 scopus 로고    scopus 로고
    • A rhizomatic analysis of preservice teacher learning in literacy and mathematics
    • Graham, M., & Selmer, S. (2010). A rhizomatic analysis of preservice teacher learning in literacy and mathematics. International Journal of Learning, 17(11), 459–472.
    • (2010) International Journal of Learning , vol.17 , Issue.11 , pp. 459-472
    • Graham, M.1    Selmer, S.2
  • 37
    • 10044274561 scopus 로고    scopus 로고
    • Teacher learning as changing meaning, practice, community, identity and confidence: The story of Ivan
    • Graven, M. (2003). Teacher learning as changing meaning, practice, community, identity and confidence: The story of Ivan. For the Learning of Mathematics, 23(2), 28–36. doi:10.2307/40248418
    • (2003) For the Learning of Mathematics , vol.23 , Issue.2 , pp. 28-36
    • Graven, M.1
  • 38
    • 10044272953 scopus 로고    scopus 로고
    • Investigating mathematics teacher learning within an in-service community of practice: The centrality of confidence
    • Graven, M. (2004). Investigating mathematics teacher learning within an in-service community of practice: The centrality of confidence. Educational Studies in Mathematics, 57(2), 177–211. doi:10.1023/b:educ.0000049277.40453.4b
    • (2004) Educational Studies in Mathematics , vol.57 , Issue.2 , pp. 177-211
    • Graven, M.1
  • 39
    • 84880043382 scopus 로고    scopus 로고
    • The praxis of mathematics teaching: Developing mathematical identities
    • Grootenboer, P. (2013). The praxis of mathematics teaching: Developing mathematical identities. Pedagogy, Culture & Society, 21(2), 321–342. doi:10.1080/14681366.2012.759131
    • (2013) Pedagogy, Culture & Society , vol.21 , Issue.2 , pp. 321-342
    • Grootenboer, P.1
  • 41
    • 84855700524 scopus 로고    scopus 로고
    • Embracing the inherent tensions in teaching mathematics from an equity stance
    • Gutierrez, R. (2009). Embracing the inherent tensions in teaching mathematics from an equity stance. Democracy and Education, 18(3), 9–16.
    • (2009) Democracy and Education , vol.18 , Issue.3 , pp. 9-16
    • Gutierrez, R.1
  • 42
    • 84873835987 scopus 로고    scopus 로고
    • The sociopolitical turn in mathematics education
    • Gutiérrez, R. (2013). The sociopolitical turn in mathematics education. Journal for Research in Mathematics Education, 44(1), 37. doi:10.5951/jresematheduc.44.1.0037
    • (2013) Journal for Research in Mathematics Education , vol.44 , Issue.1 , pp. 37
    • Gutiérrez, R.1
  • 43
    • 0002168264 scopus 로고    scopus 로고
    • The dynamics of social episodes
    • Harre R, Langenhove L, (eds), Blackwell Publishers, Oxford
    • Harre, R., & van Langenhove, L. (1999). The dynamics of social episodes. In R. Harre & L. van Langenhove (Eds.), Positioning theory. Oxford: Blackwell Publishers.
    • (1999) Positioning theory
    • Harre, R.1    van Langenhove, L.2
  • 44
    • 43849089488 scopus 로고    scopus 로고
    • Studying new forms of participation and identity in mathematics classrooms with integrated communication and representational infrastructures
    • Hegedus, S. J., & Penuel, W. R. (2008). Studying new forms of participation and identity in mathematics classrooms with integrated communication and representational infrastructures. Educational Studies in Mathematics, 68(2), 171–183. doi:10.2307/40284517
    • (2008) Educational Studies in Mathematics , vol.68 , Issue.2 , pp. 171-183
    • Hegedus, S.J.1    Penuel, W.R.2
  • 45
    • 84878516845 scopus 로고    scopus 로고
    • The co-construction of learning difficulties in mathematics-teacher-student interactions and their role in the development of a disabled mathematical identity
    • Heyd-Metzuyanim, E. (2013). The co-construction of learning difficulties in mathematics-teacher-student interactions and their role in the development of a disabled mathematical identity. Educational Studies in Mathematics, 83(3), 341–368. doi:10.1007/s10649-012-9457-z
    • (2013) Educational Studies in Mathematics , vol.83 , Issue.3 , pp. 341-368
    • Heyd-Metzuyanim, E.1
  • 46
    • 84859266349 scopus 로고    scopus 로고
    • Identity struggles in the mathematics classroom: On learning mathematics as an interplay of mathematizing and identifying
    • Heyd-Metzuyanim, E., & Sfard, A. (2012). Identity struggles in the mathematics classroom: On learning mathematics as an interplay of mathematizing and identifying. International Journal of Educational Research, 51–52, 128–145. doi:10.1016/j.ijer.2011.12.015
    • (2012) International Journal of Educational Research , vol.51-52 , pp. 128-145
    • Heyd-Metzuyanim, E.1    Sfard, A.2
  • 47
    • 69149100061 scopus 로고    scopus 로고
    • Vygotsky, Mead, and the new sociocultural studies of identity
    • Daniels H, Cole M, Wertsch JV, (eds), Cambridge University Press, New York
    • Holland, D., & Lachicotte, W., Jr. (2007). Vygotsky, Mead, and the new sociocultural studies of identity. In H. Daniels, M. Cole, & J. V. Wertsch (Eds.), The Cambridge companion to Vygotsky (pp. 101–135). New York: Cambridge University Press.
    • (2007) The Cambridge companion to Vygotsky , pp. 101-135
    • Holland, D.1    Lachicotte, W.2
  • 49
    • 77955468967 scopus 로고    scopus 로고
    • Developing practices in multiple worlds: The role of identity in learning to teach
    • Horn, I., Nolen, S., Ward, C., & Campbell, S. (2008). Developing practices in multiple worlds: The role of identity in learning to teach. Teacher Education Quarterly, 35(3), 61–72.
    • (2008) Teacher Education Quarterly , vol.35 , Issue.3 , pp. 61-72
    • Horn, I.1    Nolen, S.2    Ward, C.3    Campbell, S.4
  • 50
    • 84880806157 scopus 로고    scopus 로고
    • Troubling ‘understanding mathematics in-depth’: Its role in the identity work of student-teachers in England
    • Hossain, S., Mendick, H., & Adler, J. (2013). Troubling ‘understanding mathematics in-depth’: Its role in the identity work of student-teachers in England. Educational Studies in Mathematics, 84(1), 35–48. doi:10.1007/s10649-013-9474-6
    • (2013) Educational Studies in Mathematics , vol.84 , Issue.1 , pp. 35-48
    • Hossain, S.1    Mendick, H.2    Adler, J.3
  • 51
    • 84892855176 scopus 로고    scopus 로고
    • Mathematics teaching development as a human practice: Identifying and drawing the threads
    • Jaworski, B. (2012). Mathematics teaching development as a human practice: Identifying and drawing the threads. ZDM, 44(5), 613–625. doi:10.1007/s11858-012-0437-7
    • (2012) ZDM , vol.44 , Issue.5 , pp. 613-625
    • Jaworski, B.1
  • 52
    • 33745002229 scopus 로고    scopus 로고
    • The relationship between the mathematics identities of primary school teachers and new curriculum reforms in South Africa
    • Jita, L., & Vandeyar, S. (2006). The relationship between the mathematics identities of primary school teachers and new curriculum reforms in South Africa. Perspectives in Education, 24(1), 39–52.
    • (2006) Perspectives in Education , vol.24 , Issue.1 , pp. 39-52
    • Jita, L.1    Vandeyar, S.2
  • 53
    • 34548473590 scopus 로고    scopus 로고
    • Mathematical biography and key rhetoric
    • Kaasila, R. (2007a). Mathematical biography and key rhetoric. Educational Studies in Mathematics, 66(3), 373–384. doi:10.1007/s10649-007-9085-1
    • (2007) Educational Studies in Mathematics , vol.66 , Issue.3 , pp. 373-384
    • Kaasila, R.1
  • 54
    • 38349124641 scopus 로고    scopus 로고
    • Using narrative inquiry for investigating the becoming of a mathematics teacher
    • Kaasila, R. (2007b). Using narrative inquiry for investigating the becoming of a mathematics teacher. ZDM, 39(3), 205–213. doi:10.1007/s11858-007-0023-6
    • (2007) ZDM , vol.39 , Issue.3 , pp. 205-213
    • Kaasila, R.1
  • 55
    • 84864296620 scopus 로고    scopus 로고
    • My personal relationship towards mathematics has necessarily not changed but…” Analyzing preservice teachers’ mathematical identity talk
    • Kaasila, R., Hannula, M., & Laine, A. (2012). “My personal relationship towards mathematics has necessarily not changed but…” Analyzing preservice teachers’ mathematical identity talk. International Journal of Science and Mathematics Education, 10(4), 975–995. doi:10.1007/s10763-011-9308-x
    • (2012) International Journal of Science and Mathematics Education , vol.10 , Issue.4 , pp. 975-995
    • Kaasila, R.1    Hannula, M.2    Laine, A.3
  • 56
    • 84859257337 scopus 로고    scopus 로고
    • How inconvenient assumptions affect preservice teachers’ uptake of new interactional patterns in mathematics: Analysis and aspiration through a bifocal lens
    • Klein, M. (2012). How inconvenient assumptions affect preservice teachers’ uptake of new interactional patterns in mathematics: Analysis and aspiration through a bifocal lens. Educational Studies in Mathematics, 80(1/2), 25–40. doi:10.1007/s10649-012-9390-1
    • (2012) Educational Studies in Mathematics , vol.80 , Issue.1-2 , pp. 25-40
    • Klein, M.1
  • 58
    • 0002568614 scopus 로고    scopus 로고
    • The social turn in mathematics education research
    • Boaler J, (ed), Ablex Publishing, Westport
    • Lerman, S. (2000). The social turn in mathematics education research. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 19–44). Westport: Ablex Publishing.
    • (2000) Multiple perspectives on mathematics teaching and learning , pp. 19-44
    • Lerman, S.1
  • 59
    • 3042789650 scopus 로고    scopus 로고
    • Cultural, discursive psychology: A sociocultural approach to studying the teaching and learning of mathematics
    • Lerman, S. (2001). Cultural, discursive psychology: A sociocultural approach to studying the teaching and learning of mathematics. Educational Studies in Mathematics, 46(1/3), 87–113. doi:10.2307/3483241
    • (2001) Educational Studies in Mathematics , vol.46 , Issue.1-3 , pp. 87-113
    • Lerman, S.1
  • 60
    • 33749395814 scopus 로고    scopus 로고
    • Theories of mathematics education: Is plurality a problem?
    • Lerman, S. (2006). Theories of mathematics education: Is plurality a problem? ZDM, 38(1), 8–13.
    • (2006) ZDM , vol.38 , Issue.1 , pp. 8-13
    • Lerman, S.1
  • 62
    • 71149101613 scopus 로고    scopus 로고
    • ‘Gender games’: A post-structural exploartion of the prospective teacher, mathematics and identity
    • Llewellyn, A. (2009). ‘Gender games’: A post-structural exploartion of the prospective teacher, mathematics and identity. Journal of Mathematics Teacher Education, 12, 411–426. doi:10.1007/s10857-009-9109-0
    • (2009) Journal of Mathematics Teacher Education , vol.12 , pp. 411-426
    • Llewellyn, A.1
  • 63
    • 84890878396 scopus 로고    scopus 로고
    • Pre-service teachers’ future-oriented mathematical identity work
    • Lutovac, S., & Kaasila, R. (2014). Pre-service teachers’ future-oriented mathematical identity work. Educational Studies in Mathematics, 85(1), 129–142. doi:10.1007/s10649-013-9500-8
    • (2014) Educational Studies in Mathematics , vol.85 , Issue.1 , pp. 129-142
    • Lutovac, S.1    Kaasila, R.2
  • 64
    • 84990454910 scopus 로고
    • Arguing for your self: Identity as an organising principle in teachers’ jobs and lives
    • MacLure, M. (1993). Arguing for your self: Identity as an organising principle in teachers’ jobs and lives. British Educational Research Journal, 19(4), 311–322. doi:10.1080/0141192930190401
    • (1993) British Educational Research Journal , vol.19 , Issue.4 , pp. 311-322
    • MacLure, M.1
  • 66
    • 84872363077 scopus 로고    scopus 로고
    • Learning mathematics while Black
    • Martin, D. (2012). Learning mathematics while Black. Educational Foundations, 26, 47–66.
    • (2012) Educational Foundations , vol.26 , pp. 47-66
    • Martin, D.1
  • 67
    • 85135480102 scopus 로고    scopus 로고
    • Math autobiographies: A window into teachers’ identities as mathematics learners
    • McCulloch, A., Marshall, P., DeCuir-Gunby, J., & Caldwell, T. (2013). Math autobiographies: A window into teachers’ identities as mathematics learners. School Science & Mathematics, 113(8), 380–389. doi:10.1111/ssm.12041
    • (2013) School Science & Mathematics , vol.113 , Issue.8 , pp. 380-389
    • McCulloch, A.1    Marshall, P.2    DeCuir-Gunby, J.3    Caldwell, T.4
  • 68
    • 84979039267 scopus 로고    scopus 로고
    • Mead, G. H. (1913/2011). The social self. In F. C. da Silver (Ed.), G. H. Mead: A reader (pp. 58–62). Oxford, UK: Routledge (Reprinted from Journal of Philosophy, Psychology and Scientific Methods, 10 (1913), 374–80
    • Mead, G. H. (1913/2011). The social self. In F. C. da Silver (Ed.), G. H. Mead: A reader (pp. 58–62). Oxford, UK: Routledge Reprinted from Journal of Philosophy, Psychology and Scientific Methods, 10 (1913), 374–80.
  • 69
    • 12344258988 scopus 로고    scopus 로고
    • A beautiful myth? The gendering of being/doing ‘good at maths’
    • Mendick, H. (2005). A beautiful myth? The gendering of being/doing ‘good at maths’. Gender and Education, 17(2), 203–219.
    • (2005) Gender and Education , vol.17 , Issue.2 , pp. 203-219
    • Mendick, H.1
  • 70
    • 20444445555 scopus 로고    scopus 로고
    • The implications of mathematics teachers’ identities and official mathematics discourses for democratic access to mathematics
    • Naidoo, D., & Parker, D. (2005). The implications of mathematics teachers’ identities and official mathematics discourses for democratic access to mathematics. Perspectives in Education, 23(1), 53–67.
    • (2005) Perspectives in Education , vol.23 , Issue.1 , pp. 53-67
    • Naidoo, D.1    Parker, D.2
  • 71
    • 4344560738 scopus 로고    scopus 로고
    • Identity, goals, and learning: Mathematics in cultural practice
    • Nasir, N. (2002). Identity, goals, and learning: Mathematics in cultural practice. Mathematical Thinking and Learning, 4(2&3), 213–247. doi:10.1207/S15327833MTL04023_6
    • (2002) Mathematical Thinking and Learning , vol.4 , Issue.2-3 , pp. 213-247
    • Nasir, N.1
  • 72
    • 84873864448 scopus 로고    scopus 로고
    • Power, identity, and mathematical practices outside and inside school
    • Nasir, N., & de Royston, M. (2013). Power, identity, and mathematical practices outside and inside school. Journal for Research in Mathematics Education, 44(1), 264. doi:10.5951/jresematheduc.44.1.0264
    • (2013) Journal for Research in Mathematics Education , vol.44 , Issue.1 , pp. 264
    • Nasir, N.1    de Royston, M.2
  • 73
    • 45849088812 scopus 로고    scopus 로고
    • From the court to the classroom: Opportunities for engagement, learning, and identity in basketball and classroom mathematics
    • Nasir, N., & Hand, V. (2008). From the court to the classroom: Opportunities for engagement, learning, and identity in basketball and classroom mathematics. The Journal of the Learning Sciences, 17(2), 143. doi:10.1080/10508400801986108
    • (2008) The Journal of the Learning Sciences , vol.17 , Issue.2 , pp. 143
    • Nasir, N.1    Hand, V.2
  • 74
    • 84957586039 scopus 로고    scopus 로고
    • Teacher identity work in mathematics teacher education
    • Neumayer-Depiper, J. (2013). Teacher identity work in mathematics teacher education. For the Learning of Mathematics, 33(1), 9–15.
    • (2013) For the Learning of Mathematics , vol.33 , Issue.1 , pp. 9-15
    • Neumayer-Depiper, J.1
  • 76
    • 84859270681 scopus 로고    scopus 로고
    • Researching research: Mathematics education in the Political
    • Pais, A., & Valero, P. (2012). Researching research: Mathematics education in the Political. Educational Studies in Mathematics, 80(1), 9–24.
    • (2012) Educational Studies in Mathematics , vol.80 , Issue.1 , pp. 9-24
    • Pais, A.1    Valero, P.2
  • 77
    • 84897201070 scopus 로고
    • University of Chicago Press. (Original work published 1990), Chicago
    • Ricoeur, P. (1992). Oneself as another. (K. Blamey, Trans). Chicago: University of Chicago Press. (Original work published 1990).
    • (1992) Oneself as another. (K. Blamey, Trans)
    • Ricoeur, P.1
  • 78
    • 84993661574 scopus 로고    scopus 로고
    • Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity
    • Sfard, A., & Prusak, A. (2005). Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher, 34(4), 14–22. doi:10.1207/s15327884mca0704_03
    • (2005) Educational Researcher , vol.34 , Issue.4 , pp. 14-22
    • Sfard, A.1    Prusak, A.2
  • 79
    • 35348980175 scopus 로고    scopus 로고
    • Experiencing mathematics classes: Ability grouping, gender and the selective development of participative identities
    • Solomon, Y. (2007a). Experiencing mathematics classes: Ability grouping, gender and the selective development of participative identities. International Journal of Educational Research, 46, 8–19. doi:10.1016/j.ijer.2007.07.002
    • (2007) International Journal of Educational Research , vol.46 , pp. 8-19
    • Solomon, Y.1
  • 80
    • 33845770296 scopus 로고    scopus 로고
    • Not belonging? What makes a functional learner identity in undergraduate mathematics?
    • Solomon, Y. (2007b). Not belonging? What makes a functional learner identity in undergraduate mathematics? Studies in Higher Education, 32(1), 79–96.
    • (2007) Studies in Higher Education , vol.32 , Issue.1 , pp. 79-96
    • Solomon, Y.1
  • 81
    • 84859266008 scopus 로고    scopus 로고
    • Finding a voice? Narrating the female self in mathematics
    • Solomon, Y. (2012). Finding a voice? Narrating the female self in mathematics. Educational Studies in Mathematics, 80, 171–183. doi:10.1007/s10649-012-9384-z
    • (2012) Educational Studies in Mathematics , vol.80 , pp. 171-183
    • Solomon, Y.1
  • 82
    • 80052071457 scopus 로고    scopus 로고
    • Dealing with ‘fragile identities’: Resistance and refiguring in women mathematics students
    • Solomon, Y., Lawson, D., & Croft, T. (2011). Dealing with ‘fragile identities’: Resistance and refiguring in women mathematics students. Gender and Education, iFirst Article, 1–19. doi:10.1080/09540253.2010.512270
    • (2011) Gender and Education, iFirst Article , pp. 1-19
    • Solomon, Y.1    Lawson, D.2    Croft, T.3
  • 83
    • 68049144432 scopus 로고    scopus 로고
    • Negotiating sociocultural discourses: The counter-storytelling of academically (and mathematically) successful African American male students
    • Stinson, D. (2008). Negotiating sociocultural discourses: The counter-storytelling of academically (and mathematically) successful African American male students. American Educational Research Journal, 45(4), 975–1010. doi:10.3102/0002831208319723
    • (2008) American Educational Research Journal , vol.45 , Issue.4 , pp. 975-1010
    • Stinson, D.1
  • 84
    • 84873872253 scopus 로고    scopus 로고
    • Negotiating the “white male math myth”: African American male students and success in school mathematics
    • Stinson, D. (2013). Negotiating the “white male math myth”: African American male students and success in school mathematics. Journal for Research in Mathematics Education, 44(1), 69. doi:10.5951/jresematheduc.44.1.0069
    • (2013) Journal for Research in Mathematics Education , vol.44 , Issue.1 , pp. 69
    • Stinson, D.1
  • 85
    • 84859268147 scopus 로고    scopus 로고
    • Critical postmodern theory in mathematics education research: A praxis of uncertainty
    • Stinson, D., & Bullock, E. (2012). Critical postmodern theory in mathematics education research: A praxis of uncertainty. Educational Studies in Mathematics, 80, 41–55. doi:10.1007/s10649-012-9386-x
    • (2012) Educational Studies in Mathematics , vol.80 , pp. 41-55
    • Stinson, D.1    Bullock, E.2
  • 86
    • 84859373547 scopus 로고    scopus 로고
    • Student participation in collective problem solving in an after-school mathematics club: Connections to learning and identity
    • Turner, E., Gutiérrez, R. J., & Sutton, T. (2011). Student participation in collective problem solving in an after-school mathematics club: Connections to learning and identity. Canadian Journal of Science, Mathematics and Technology Education, 11(3), 226. doi:10.1080/14926156.2011.595884
    • (2011) Canadian Journal of Science, Mathematics and Technology Education , vol.11 , Issue.3 , pp. 226
    • Turner, E.1    Gutiérrez, R.J.2    Sutton, T.3
  • 87
    • 84862595481 scopus 로고
    • Femininity as performance
    • Walkerdine, V. (1989). Femininity as performance. Oxford Review of Education, 15(3), 267–279. doi:10.1080/0305498890150307
    • (1989) Oxford Review of Education , vol.15 , Issue.3 , pp. 267-279
    • Walkerdine, V.1
  • 89
    • 27944456466 scopus 로고    scopus 로고
    • Getting political and unraveling layers of gendered mathematical identifications
    • Walshaw, M. (2005). Getting political and unraveling layers of gendered mathematical identifications. Cambridge Journal of Education, 35(1), 19–34. doi:10.1080/0305764042000332470
    • (2005) Cambridge Journal of Education , vol.35 , Issue.1 , pp. 19-34
    • Walshaw, M.1
  • 90
    • 78049448739 scopus 로고    scopus 로고
    • Mathematics pedagogical change: Rethinking identity and reflective practice
    • Walshaw, M. (2010). Mathematics pedagogical change: Rethinking identity and reflective practice. Journal of Mathematics Teacher Education, 13(6), 487–497. doi:10.1007/s10857-010-9163-7
    • (2010) Journal of Mathematics Teacher Education , vol.13 , Issue.6 , pp. 487-497
    • Walshaw, M.1
  • 91
    • 84873871026 scopus 로고    scopus 로고
    • Post-structuralism and ethical practical action: Issues of identity and power
    • Walshaw, M. (2013). Post-structuralism and ethical practical action: Issues of identity and power. Journal for Research in Mathematics Education, 44(1), 100–118.
    • (2013) Journal for Research in Mathematics Education , vol.44 , Issue.1 , pp. 100-118
    • Walshaw, M.1
  • 93
    • 79959529684 scopus 로고    scopus 로고
    • Teachers telling tales: The narrative mediation of professional identity
    • Williams, J. (2011). Teachers telling tales: The narrative mediation of professional identity. Research in Mathematics Education, 13(2), 131–142. doi:10.1080/14794802.2011.585825
    • (2011) Research in Mathematics Education , vol.13 , Issue.2 , pp. 131-142
    • Williams, J.1
  • 94
    • 84887924439 scopus 로고    scopus 로고
    • Mathematical micro-identities: Moment-to-moment positioning and learning in a fourth-grade classroom
    • Wood, M. (2013). Mathematical micro-identities: Moment-to-moment positioning and learning in a fourth-grade classroom. Journal for Research in Mathematics Education, 44(5), 775. doi:10.5951/jresematheduc.44.5.0775
    • (2013) Journal for Research in Mathematics Education , vol.44 , Issue.5 , pp. 775
    • Wood, M.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.