Putting the Horses Before the Cart: Technology, Creativity, and Authorship Harnessed Three Abreast

Fellus, Olga; Biton, Yaniv

doi:10.1007/978-3-319-72381-5_20

Cited by 1 publication

(1 citation statement)

References 59 publications

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“…Indeed, the National Council of Teachers of Mathematics (NCTM 2000), while not explicitly using the term authoring, lists expected authoring-related actions such as developing ideas, exploring phenomena, justifying results, and using mathematical conjectures (p. 56). Recent work has foregrounded taking ownership over meaning making of mathematical ideas as essential to developing an authorial identity (see Fellus and Biton 2018;Grant et al 2015;Landers 2013;Langer-Osuna 2015.…”

Section: Authorial Identitymentioning

confidence: 99%

Connecting the dots: toward a networked framework to conceptualizing identity in mathematics education

Fellus

2019

ZDM Mathematics Education

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The construct of identity is increasingly recognized as a dominant and determining aspect in learning mathematics. While researchers-collectively-theorize identity as situated and negotiated, they also draw attention to the unwieldy nature of the concept that makes it difficult to define and operationalize. The purpose of this paper is to contribute to the conversation on identity in mathematics education by providing a literature review through the lens of a four-part networked identity model configured by Ivanič (1998) in the field of academic writing. Following a short introduction of the meaning of identity as a research construct, the paper discusses Ivanič's four identity-related aspects that include autobiographical identity, discoursal identity, authorial identity, and socioculturally available identities. It then examines research in K-12 mathematics education that focuses on learners' identity through the perspective of Ivanič's model to suggest an instrumental, yet tentative, multidimensional framework for exploring identity in mathematics education. The paper concludes with potential trajectories for future research.

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Section: Authorial Identitymentioning

confidence: 99%

Connecting the dots: toward a networked framework to conceptualizing identity in mathematics education

Fellus

2019

ZDM Mathematics Education

View full text Add to dashboard Cite

show abstract

Putting the Horses Before the Cart: Technology, Creativity, and Authorship Harnessed Three Abreast

Cited by 1 publication

References 59 publications

Connecting the dots: toward a networked framework to conceptualizing identity in mathematics education

Connecting the dots: toward a networked framework to conceptualizing identity in mathematics education

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