Identity formation is complex, ongoing, and context specific. To be successful in mathematics classes, students must negotiate and navigate the normative identity of the class–what counts as being ”good at math” [4]. Within the constraints of normative identity, students must also negotiate a personal doerof-math identity: who they are within the context of this particular mathematics class. When students are compelled to suppress key aspects of their identity in order to accommodate the normative identity of the class cognitive bandwidth for learning may be impeded [24]. Conversely, when students are guided in braiding individual identity traits with the normative identity, they may improve their personal opportunities for learning and benefit the class. This article describes how one student learned to use her powers for good as a comedian-mathematician. It also offers an analysis of how a teacher helped her student become good-at-math while keeping true-to-self.

中文翻译：

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在门口检查什么？拥抱学生的复杂数学身份

身份的形成是复杂的，持续的和特定于上下文的。为了在数学课上取得成功，学生必须协商并掌握班级的规范性，即“擅长数学” [4]。在规范性身份的约束下，学生还必须商定个人数学家身份：他们在此特定数学课程中的身份。当学生被迫压制自己身份的关键方面以适应班级的规范身份时，可能会阻碍学习的认知带宽[24]。相反，当引导学生将个人身份特征与规范性身份编织在一起时，他们可能会增加个人学习的机会，并使全班受益。本文介绍了一个学生如何学会善用自己的才能作为喜剧数学家。它还提供了关于教师如何在保持自我的同时帮助学生成为一名优秀学生的分析。