1 Education, Department for the Study of Culture, Faculty of Humanities, SDU2 Department for the Study of Culture, Faculty of Humanities, SDU3 Institut for Filosofi, Pædagogik og Religionsstudier, Faculty of Humanities, SDU4 Institut for Filosofi, Pædagogik og Religionsstudier, Faculty of Humanities, SDU
Learning to communicate in, with and about mathematics is a key part of learning mathematics (Niss & Højgaard, 2011). Therefore, understanding how students’ mathematical writing is shaped is important to mathematics education research. In this paper the notion of ‘writer identity’ (Ivanič, 1998; Burgess & Ivanič, 2010) is introduced and operationalised in relation to students’ mathematical writing and through a case study it is illustrated how this analytic tool can facilitate valuable insights when exploring students’ mathematical writing.
Writing, Identity, Mathematics
Main Research Area:
The Eighth Congress of European Research in Mathematics Education, 2013