#859: From Empirical Challenges to Methodological Innovation: Intersecting Traditions of Video-based Research for Dual Math Identity

Mathematics identity research has primarily been studied from a sociocultural perspective, leading to the psychological and introspective aspects being overlooked. Notably, the self-identity of mathematics education researchers has rarely been examined. This paper addresses the empirical challenges of exploring the author’s dual mathematics identity as both a college mathematics instructor and a learner in graduate mathematics classrooms. To do so, it proposes the use of videos in self-study to create a synergy among the diverse traditions of video-based research (discursive psychology, interaction analysis, video-cued ethnography). This methodological approach: 1) provides a platform to bridge the acquisition-action divide in identity research, 2) mitigates power dynamics between researchers and participants, and 3) addresses the lack of mathematical content in mathematics identity research.