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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 0000-0003-0814-4626), Susanne Strachota (ORCID 0000-0003-2085-3070), Bárbara M. Brizuela (ORCID 0000-0002-1571-8977), Maria Blanton (ORCID 0000-0003-0895-8478), Sofía Savid (ORCID 0009-0001-3604-6014)
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
FullText Text:
  Availability: 0
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  Data: From Mathematical Micro- to Macro-Identities: How Mathematical Authority Emerged from Moment-to-Moment Positioning
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  Data: <searchLink fieldCode="AR" term="%22Sophia+Raymond%22">Sophia Raymond</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0814-4626">0000-0003-0814-4626</externalLink>)<br /><searchLink fieldCode="AR" term="%22Susanne+Strachota%22">Susanne Strachota</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2085-3070">0000-0003-2085-3070</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bárbara+M%2E+Brizuela%22">Bárbara M. Brizuela</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1571-8977">0000-0002-1571-8977</externalLink>)<br /><searchLink fieldCode="AR" term="%22Maria+Blanton%22">Maria Blanton</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0895-8478">0000-0003-0895-8478</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sofía+Savid%22">Sofía Savid</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-3604-6014">0009-0001-3604-6014</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Education+in+Mathematics%2C+Science+and+Technology%22"><i>International Journal of Education in Mathematics, Science and Technology</i></searchLink>. 2026 14(2):499-518.
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  Data: 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
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  Data: 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.
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  Data: As Provided
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  Data: 2026
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  Data: EJ1506058
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 499
    Subjects:
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Elementary School Mathematics
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Mathematical Concepts
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      – SubjectFull: Learning Processes
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      – SubjectFull: Problem Solving
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      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Mathematics Skills
        Type: general
    Titles:
      – TitleFull: From Mathematical Micro- to Macro-Identities: How Mathematical Authority Emerged from Moment-to-Moment Positioning
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