RUME 26
2024
Omaha, Nebraska
Student Agency and Identity in Reading Didactical Mathematics Texts
Page: 668
Reading didactical texts, such as textbooks, requires particular sets of literacy practices. Researchers have proposed that these practices are related to aspects of identity and agency, and have described aspects of these constructs separately. In this study, we examine the interactions between students’ agency and their macro- and micro-identities. We present data from two undergraduate students reading a section of a calculus textbook and explore the ways the interactions between the students’ identity and agency shape their reading activity.