International Electronic Journal of Mathematics Education

• Anderson, R. (2007). Being a mathematics learner: Four faces of identity. The Mathematics Educator, 17(1), 7-14.
• Bargh, J. A., & Chartrand, T. L. (1999). The unbearable automaticity of being. American Psychologist, 54(7), 462-479. https://doi.org/10.1037//0003-066X.54.7.462
• Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of the National Academy of Sciences, 107(5), 1860-1863. https://doi.org/10.1073/pnas.0910967107
• Berzonsky, M. D. (1989). Identity style conceptualization and measurement. Journal of adolescent research, 4(3), 268-282. https://doi.org/10.1177/074355488943002
• Berzonsky, M. D., & Sullivan, C. (1992). Social-cognitive aspects of identity style need for cognition, experiential openness, and introspection. Journal of Adolescent Research, 7(2), 140-155. https://doi.org/10.1177/074355489272002
• Berzonsky, M. D., Macek, P., & Nurmi, J. (2003). Interrelationships among identity process, content, and structure: A cross-cultural investigation. Journal of Adolescent Research, 18(2), 112-130. https://doi.org/10.1177/0743558402250344
• Bishop, J. P. (2012). “She’s always been the smart one. I’ve always been the dumb one”: Identities in the mathematics classroom. Journal for Research in Mathematics Education, 43(1), 34-74. https://doi.org/10.5951/jresematheduc.43.1.0034
• Black, L. (Ed.), Mendick, H. (Ed.), Solomon, Y. (Ed.). (2009). Mathematical Relationships in Education. New York: Routledge, https://doi.org/10.4324/9780203876114
• Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263. https://doi.org/10.1111/j.1467-8624.2007.00995.x
• Boaler, J. (1997). Experiencing school mathematics: Teaching styles, sex and setting. Buckingham, England: Open University Press.
• Boaler, J., & Greeno, J. G. (2000). Identity, agency, and knowing in mathematics worlds. Multiple perspectives on mathematics teaching and learning, 1, 171-200.
• Boaler, J., William, D., & Zevenbergen, R. (2000, March). The construction of identity in secondary mathematics education. Paper presented at the International Mathematics Education and Society Conference, Montechoro, Portugal.
• Cain, C. (1991). Personal stories: Identity acquisition and self-understanding in alcoholics anonymous. Ethos, 19(2), 210-253. https://doi.org/10.1525/eth.1991.19.2.02a00040
• Cobb, P. (1994). Where is the mind? Constructivist and sociocultural perspectives on mathematical development. Educational Researcher, 23(7), 13-20. https://doi.org/10.3102/0013189X023007013
• Cobb, P., Gresalfi, M., & Hodge, L. L. (2009). An interpretive scheme for analyzing the identities that students develop in mathematics classrooms. Journal for Research in Mathematics Education, 40(1), 40-68.
• Darragh, L. (2013). Constructing confidence and identities of belonging in mathematics at the transition to secondary school. Research in Mathematics Education, 15(3), 215-229. https://doi.org/10.1080/14794802.2013.803775
• Eccles, J. (2009). Who am I and what am I going to do with my life? Personal and collective identities as motivators of action. Educational Psychologist, 44(2), 78-89. https://doi.org/10.1080/00461520902832368
• Elmore, K. C., & Oyserman, D. (2012). If ‘we’ can succeed, ‘I’ can too: Identity-based motivation and gender in the classroom. Contemporary educational psychology, 37(3), 176-185. https://doi.org/10.1016/j.cedpsych.2011.05.003
• Erikson, E. H. (1963). Childhood and society (rev. ed.). New York: Norton, 1954, 5-56.
• Erikson, E. H. (1968). Identity, youth, and crisis. New York: W. W. Norton.
• Erikson, E. H. (1982). The life cycle completed: A review. New York: Norton.
• Flum, H., & Blustein, D. L. (2000). Reinvigorating the study of vocational exploration: framework for research. Journal of Vocational Behavior, 56(3), 380-404. https://doi.org/10.1006/jvbe.2000.1721
• Flum, H., & Kaplan, A. (2006). Exploratory orientation as an educational goal. Educational Psychologist, 41(2), 99-110. https://doi.org/10.1207/s15326985ep4102_3
• Freire, P. (1970). Pedagogy of the oppressed. New York: Herder and Herder.
• Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 99-125. https://doi.org/10.2307/1167322
• Gergen, K. J. (1991). The saturated self: Dilemmas of identity in contemporary life. New York, N.Y: Basic Books.
• Gergen, K. (1992) ‘Organization Theory in the Postmodern Era’. In M. Reed and M. Hughes (Eds.), Rethinking Organizations (pp. 703-723). London: Sage.
• Giroux, H. A. (1997). Pedagogy and the politics of hope: Theory, culture, and schooling: A critical reader. Boulder, CO: Westview Press
• Gleeson, D. (1983). Youth training and the search for work. London: Routledge.
• Greeno, G. (2005). Learning in Activity. In R. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (Cambridge Handbooks in Psychology, pp. 79-96). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511816833.007
• Grotevant, H. D. (1987). Toward a process model of identity formation. Journal of adolescent research, 2(3), 203-222. https://doi.org/10.1177/074355488723003
• Guastello, S. J., & Gregson, R. A. M. (2011). Nonlinear dynamical systems analysis using real data. Boca Raton, FL: CRC Press.
• Hand, V., & Gresalfi, M. (2015). The joint accomplishment of identity. Educational Psychologist: The Relevance of the Situated Perspective in Educational Psychology, 50(3), 190-203. https://doi.org/10.1080/00461520.2015.1075401
• Hannula, M. S., Di Martino, P., Pantziara, M., Zhang, Q., Morselli, F., Heyd-Metzuyanim, E., ... Goldin, G. A. (2016). Attitudes, Beliefs, Motivation, and Identity in Mathematics Education. In Attitudes, Beliefs, Motivation and Identity in Mathematics Education (pp. 1-35). Springer International Publishing. https://doi.org/10.1007/978-3-319-32811-9
• Heffernan, K., Kaplan, A., Peterson, S., & Newton, K. J. (2017). Integrating identity formation and subject matter learning: Math concepts as tools for identity exploration. In E. Lyle (Ed.), At the intersection of selves and subject: Exploring the curricular landscape of identity (pp. 53-62). The Netherlands: Sense Publications. https://doi.org/10.1007/978-94-6351-113-1
• Heffernan, K. A., & Newton, K. J. (2019). Exploring mathematics identity: an intervention of early childhood preservice teachers. Journal of Early Childhood Teacher Education, 40(3), 296-324.
• Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21(1), 33-46. https://doi.org/10.2307/749455
• Higgins, E. T. (1996). Knowledge activation: Accessibility, applicability, and salience. In E. T. Higgins & A. W. Kruglanski (Eds.), Social psychology: Handbook of basic principles (pp. 133-168). New York: Guilford Press.
• Hill M. L. (2009). Beats, rhymes and classroom life: Hip-hop pedagogy and the politics of identity. New York, NY: Teachers College Press.
• Holland, D., & Lachicotte, W. (2007). Vygotsky, mead, and the new sociocultural studies of identity. The Cambridge Companion to Vygotsky, 101-135.
• Horn, I. S. (2008). Turnaround students in high school mathematics: Constructing identities of competence through mathematical worlds. Mathematical Thinking and Learning, 10(3), 201-239. https://doi.org/10.1080/10986060802216177
• Holland, D., Skinner, D., Lachicotte Jr, W., & Cain, C. (1998). Identity in cultural worlds. Cambridge, MA: Harvard University Press.
• Horn, I. S., Nolen, S. B., Ward, C., & Campbell, S. S. (2008). Developing practices in multiple worlds: The role of identity in learning to teach. Teacher Education Quarterly, 35(3), 61-72.
• James, W. (1890). The consciousness of self. The principles of psychology, 8.
• Kaplan, A., & Flum, H. (2010). Achievement goal orientations and identity formation styles. Educational Research Review, 5(1), 50-67. https://doi.org/10.1016/j.edurev.2009.06.004
• Kaplan, A., & Flum, H. (2012). Identity formation in educational settings: A critical focus for education in the 21st century. Contemporary Educational Psychology, 37(3), 171-175. https://doi.org/10.1016/j.cedpsych.2012.01.005
• Kaplan, A., & Garner, J. K. (2017). A complex dynamic systems perspective on identity and its development: The Dynamic Systems Model of Role Identity. Developmental Psychology, 53(11), 2036-2051. https://doi.org/10.1037/dev0000339
• Kroger, J. (2007). Identity development: Adolescence through adulthood (2nd ed.). Thousand Oaks, CA: Sage Publications.
• Kunnen, S., & van Geert, P. (2012). A dynamic systems approach to adolescent development. In A dynamic systems approach to adolescent development (pp. 19-30). Psychology Press.
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge [England]; New York: Cambridge University Press.
• Marcia, J. E. (1993). The ego identity status approach to ego identity. In J. E. Marcia, A.S. Waterman, D. R. Matteson, S. L. Archer, & J. L. Orlofsky (Eds.), Ego identity: A handbook for psychosocial research (pp. 3-21). New York: Springer.
• McLaren, P. (2002). Critical pedagogy: A look at the major concepts. In A. Darder et al. (Eds.), The critical pedagogy reader (pp. 69-96). New York and London: Routledge Falmer.
• Oruç, N. (2013). Early teacher identity development. Procedia-Social and Behavioral Sciences, 70, 207-212. https://doi.org/10.1016/j.sbspro.2013.01.056
• Oyserman, D. (2007). Social identity and self-regulation. Social psychology: Handbook of basic principles, 2(1), 432-453.
• Oyserman, D. (2008). Possible selves: Identity-based motivation and school success. Self-processes, learning, and enabling human potential, 269-288.
• Oyserman, D., Gant, L., & Ager, J. (1995). A socially contextualized model of racial identity: Possible selves and school persistence. Journal of Personality and Social Psychology, 69, 1216-1232. https://doi.org/10.1037/0022-3514.69.6.1216
• Oyserman, D., & James, L. (2009). Possible selves: From content to process. In K. D. Markman, W. M. P. Klein, & J. A. Suhr (Eds.), Handbook of imagination and mental simulation (pp. 373-394). Psychology Press.
• Oyserman, D., Kemmelmeier, M., Fryberg, S., Brosh, H., & Hart-Johnson, T. (2003). Racial-ethnic self-schemas. Social Psychology Quarterly, 66(4), 333-347. https://doi.org/10.2307/1519833
• Rattansi, A., & Phoenix, A. (2005). Rethinking youth identities: Modernist and postmodernist frameworks. Identity, 5(2), 97-123. https://doi.org/10.1207/s1532706xid0502_2
• Russo, J. A., & Russo, T. (2019). Teacher Interest-Led Inquiry: Unlocking Teacher Passion to Enhance Student Learning Experiences in Primary Mathematics. International Electronic Journal of Mathematics Education, 14(3), 701-717. http://doi.org/10.29333/iejme/5843
• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68. http://doi.org/10.1037//0003-066X.55.1.68
• Ryu, S., & Lombardi, D. (2015). Coding classroom interactions for collective and individual engagement. Educational Psychologist, 50(1), 70-83. http://doi.org/10.1080/00461520.2014.1001891
• Schachter, E.P. (2005). Erikson meets the postmodern: Can classic identity theory rise to the challenge?, Identity, 5(2), 137-160. https://doi.org/10.1207/s1532706xid0502_4
• Schachter, E. P., & Rich, Y. (2011). Identity education: A conceptual framework for educational researchers and practitioners. Educational Psychologist, 46(4), 222-238. http://doi.org/10.1080/00461520.2011.614509
• Sinai, M., Kaplan, A., & Flum, H. (2012). Promoting identity exploration within the school curriculum: A design-based study in a junior high literature lesson in Israel. Contemporary Educational Psychology, 37(3), 195-205. http://doi.org/10.1016/j.cedpsych.2012.01.006
• Sinai, Elgad, & Manor (2013). Promoting identity exploration using the math curriculum: A design-based study in a junior high math class in Israel. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, April 2013.
• Stryker, S. (1968). Identity Salience and Role Performance: The Relevance of Symbolic Interaction Theory for Family Research. Journal of Marriage and Family, 30(4), 558-564. http://doi.org/10.2307/349494
• Tajfel, H., & Turner, J. C. (2004). The Social Identity Theory of Intergroup Behavior. In J. T. Jost & J. Sidanius (Eds.), Key readings in social psychology. Political psychology: Key readings (pp. 276-293). Psychology Press. https://doi.org/10.4324/9780203505984-16
• Vignoles, V. L., Schwartz, S. J., & Luyckx, K. (2011). Introduction: Toward an integrative view of identity. In Handbook of identity theory and research (pp. 1-27). Springer, New York, NY. http://doi.org/10.1007/978-1-4419-7988-9_1
• Waterman, A. S. (1984). Identity formation: Discovery or creation? The Journal of Early Adolescence, 4, 329-341. http://doi.org/10.1177/0272431684044004
• Waterman, A. S. (1999). Identity, the identity statuses, and identity status development: A contemporary statement. Developmental Review, 19(4), 591-621. http://doi.org/10.1006/drev.1999.0493
• Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, [England]: Cambridge University Press.
• Wilkins, J. L. M., & Ma, X. (2003). Modeling change in student attitude toward and beliefs about mathematics. The Journal of Educational Research, 97(1), 52-63. http://doi.org/10.1080/00220670309596628
• Wigfield, A., Eccles, J. S., Yoon, K. S., Harold, R. D., Arbreton, A. J., Freedman-Doan, C., & Blumenfeld, P. C. (1997). Change in children’s competence beliefs and subjective task values across the elementary school years: A 3-year study. Journal of educational psychology, 89(3), 451. http://doi.org/10.1037/0022-0663.89.3.451

APA

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. https://doi.org/10.29333/iejme/8326

Vancouver

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. https://doi.org/10.29333/iejme/8326

AMA

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. https://doi.org/10.29333/iejme/8326

Chicago

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. https://doi.org/10.29333/iejme/8326

Harvard

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. https://doi.org/10.29333/iejme/8326

MLA

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. https://doi.org/10.29333/iejme/8326