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Heyd-Metzuyanim, Einhat – For the Learning of Mathematics, 2017
This theoretical paper suggests identity as a nexus of research on affect and discourse in mathematical learning. It broadens Sfard and Prusak's (2005) discursive definition of identity by building on an analytical framework that examines positioning of students at three levels: the objects described, the interactions achieved, and the alignment…
Descriptors: Mathematics Instruction, Identification (Psychology), Grade 7, Problem Solving