Mathematical identity transformations

International audienceThis paper examines the case of Ruby, a prospective mathematics teacher, and explores the transformation of her mathematical identity as she moved through her studies from grade school through university. I utilize the conceptual framework of multiple "I-positions" from Dialogical Self Theory to reflect on the changes in Ruby's mathematical identity through analyzing her retrospective self-narrative. Based on this case study, I determine that the dynamics of I-positioning, involving emergent coalitions of I-positions or the emergence of a single I-position of greater authority, may play an important role in the formation of a positive or negative mathematical identity. I also find that significant events such as changing circumstances, new reflections, decisions, and actions may act to precipitate the reconfiguration of I-positions, and thereby bring about the transformation of one's self-understanding as an (in)competent student of mathematics