Being a Mathematics Leaner: Four Faces of Identity

Rick Anderson (2007)


This article explores how educators can support high school students’ development of identity of as a mathematics learner with the framework of four faces of identity introduced by Gee (2001) and Wenger (1998). In this paper, identity is shaped by self (who I am) and by others (how others define) and involving from the past to future. In addition to that students learn concepts and skills of mathematics, they develop their identity as a member of mathematical communities (a mathematics learner) in their mathematics classrooms. One of the faces of identity is engagement. The author suggests that teachers need to shift from conventional mathematics education such as chalk and talk style to interactive and dynamic mathematics education which focuses on problem-solving, mathematical reasoning, discussions, or explanations and so on. The other face is imagination, and the author indicates the necessity to show how mathematics can relate to real lives such as professional careers. The third one is alignment that exposed when they align their enthusiasm within requirements for post-secondary education. Teachers should, the author claims, inform their students expectation and requirement from colleges or careers in mathematics. Finally, the author argues that the last face of identity, nature, does not need to be supported by teachers because other previous studies have shown that there are no relationships between high achievement in mathematics and students’ gene.

Comment

My first stop in this paper is about the research subjects. I understand high school students start and concrete their identity, but I am wondering how middle school students form their identity. Although they do not have to think deeply about university entrance or career compared to high school students, their identity as a mathematics learner might be developing. I believe most junior high students have already decided whether they like mathematics or not and have been wondering the meaning of mathematics learning. Additionally, in my case, I am curious about how immigrant children form their identity as a mathematics learner. Their career development might be different from non-immigrant students, so their identity as a mathematics learner should be different as well.