From Mathematical Micro- to Macro-Identities: How Mathematical Authority Emerged from Moment-to-Moment Positioning
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| Title: | From Mathematical Micro- to Macro-Identities: How Mathematical Authority Emerged from Moment-to-Moment Positioning |
|---|---|
| Language: | English |
| Authors: | Sophia Raymond (ORCID |
| Source: | International Journal of Education in Mathematics, Science and Technology. 2026 14(2):499-518. |
| Availability: | International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: https://www.ijemst.net/index.php/ijemst/index |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1154355 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 1 Primary Education |
| Descriptors: | Mathematics Education, Elementary School Mathematics, Elementary School Students, Mathematical Concepts, Concept Formation, Self Concept, Learning Processes, Problem Solving, Grade 1, Mathematics Skills |
| ISSN: | 2147-611X |
| Abstract: | This paper aims to better understand how students' moment-to-moment micro-identities thicken into macro-identities, focusing specifically on one student, Tia, as a mathematical authority. Our analysis involved identifying the ideas that students proposed, how they were responded to, and the mathematical micro-identities (Wood, 2013) at play during these interactions. Findings (1) reveal the relationship between how this teacher-researcher and her students proposed and responded to ideas and how they were positioned into mathematical micro-identities; (2) confirm Wood's (2013) findings regarding the nature of positioning into micro-identities; and (3) build on Wood's framework to describe how micro-identities can be nuanced, or specialized. Our findings help explain how moment-to-moment positioning contributes to the development of one student's macro-identity as a mathematical authority. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506058 |
| Database: | ERIC |
| Abstract: | This paper aims to better understand how students' moment-to-moment micro-identities thicken into macro-identities, focusing specifically on one student, Tia, as a mathematical authority. Our analysis involved identifying the ideas that students proposed, how they were responded to, and the mathematical micro-identities (Wood, 2013) at play during these interactions. Findings (1) reveal the relationship between how this teacher-researcher and her students proposed and responded to ideas and how they were positioned into mathematical micro-identities; (2) confirm Wood's (2013) findings regarding the nature of positioning into micro-identities; and (3) build on Wood's framework to describe how micro-identities can be nuanced, or specialized. Our findings help explain how moment-to-moment positioning contributes to the development of one student's macro-identity as a mathematical authority. |
|---|---|
| ISSN: | 2147-611X |
