International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education
In-text citation: (Heffernan et al., 2020)
Reference: Heffernan, K., Peterson, S., Kaplan, A., & Newton, K. J. (2020). Intervening in Student Identity in Mathematics Education: An Attempt to Increase Motivation to Learn Mathematics. International Electronic Journal of Mathematics Education, 15(3), em0597.
In-text citation: (1), (2), (3), etc.
Reference: Heffernan K, Peterson S, Kaplan A, Newton KJ. Intervening in Student Identity in Mathematics Education: An Attempt to Increase Motivation to Learn Mathematics. INT ELECT J MATH ED. 2020;15(3), em0597.
In-text citation: (Heffernan et al., 2020)
Reference: Heffernan, Kayla, Steven Peterson, Avi Kaplan, and Kristie J. Newton. "Intervening in Student Identity in Mathematics Education: An Attempt to Increase Motivation to Learn Mathematics". International Electronic Journal of Mathematics Education 2020 15 no. 3 (2020): em0597.
In-text citation: (Heffernan et al., 2020)
Reference: Heffernan, K., Peterson, S., Kaplan, A., and Newton, K. J. (2020). Intervening in Student Identity in Mathematics Education: An Attempt to Increase Motivation to Learn Mathematics. International Electronic Journal of Mathematics Education, 15(3), em0597.
In-text citation: (Heffernan et al., 2020)
Reference: Heffernan, Kayla et al. "Intervening in Student Identity in Mathematics Education: An Attempt to Increase Motivation to Learn Mathematics". International Electronic Journal of Mathematics Education, vol. 15, no. 3, 2020, em0597.
In-text citation: (1), (2), (3), etc.
Reference: Heffernan K, Peterson S, Kaplan A, Newton KJ. Intervening in Student Identity in Mathematics Education: An Attempt to Increase Motivation to Learn Mathematics. INT ELECT J MATH ED. 2020;15(3):em0597.


Students’ relationships with mathematics continuously remain problematic, and researchers have begun to look at this issue through the lens of identity. In this article, the researchers discuss identity in education research, specifically in mathematics classrooms, and break down the various perspective on identity. A review of recent literature that explicitly invokes identity as a construct in intervention studies is presented, with a devoted attention to research on identity interventions in mathematics classrooms categorized based on the various perspectives of identity. Across perspectives, the review demonstrates that mathematics identities motivate action and that mathematics educators can influence students’ mathematical identities. The purpose of this paper is to help readers, researchers, and educators understand the various perspectives on identity, understand that identity can be influenced, and learn how researchers and educators have thus far, and continue to study identity interventions in mathematics classrooms.


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