The Mathematics Identity Bicycle: A Metaphor for the Role of Agency in Mathematics Learner Identity Development

Abstract

In this conceptual paper, I trace the role of agency in mathematics learner identity development across several empirical studies to illuminate understanding of how researchers have conceptualized agency as it relates to identity in mathematics education research. Building on this line of research, I propose an adapted conceptual framework for examining the role of agency in mathematics learner identity development through attention to both micro and macro influences on mathematics learners. I argue that such a conceptual framework is needed to support novel research involving equity in mathematics education. Finally, I offer the metaphor of “the mathematics identity bicycle” to aid in understanding how this conceptual framework might be taken up by other researchers in the pursuit of equity in mathematics education.