“My parents are pretty pleased with my maths”: students’ navigation of identity stories about mathematics

Figures & data

Table 1. Actual and designated identities.

Type of identity	Definition	Determining features	Examples from data
Actual identities	Assertions or objectifications about a person about what is actually happening at the time	• I am • She/he is • May be context dependent • Often present tense • Always, never, usually	• Maths has never been Ann’s strongest subject (AnnMotherQuestionniareYear10) • Maths is my worst subject (AnnInterviewYear10) • I think Dad thinks I underestimate how good I am … I know I am not excellent at maths, but I work hard and get satisfactory results most of the time (RobynEndofYear10)
Designated identities	A state of affairs expected to be the case now or in the future	• May be less context dependent than actual identities • Future tense • Words that express wish, commitment, obligation or necessity: should, ought, have to, must, want, can/cannot	• Everyone else in the class is fine. I should find [maths] easier (CarolInterviewYear10) • Dad wants me to be a high achiever (PhilipInterviewYear10). • [My parents] think I should be doing more … I’ve hardly done anything … when I tell Mum that, she thinks I should be making more effort and trying to get more work in (JillGroupInterviewYear10).

Figure 1. An artist’s impression of Philip.

Figure 2. Philip’s personal journey graph.