TABLE 1.

Summary of some common identity frameworks and how they relate to CIP and PIP

Author	Framework overview	Relation to CIP	Relation to PIP
Gee (2000)	Identity is “being recognized as a certain ‘kind of person’ in a given context.” There are four perspectives of identity given by Gee: nature based, institution based, discourse based, and affinity based.	Gee’s nature-based perspective acknowledges people’s socially constructed identities (e.g., race, gender), because society imposes certain norms based on people’s identities.	Gee acknowledges that identities can be practice based, because people talk to and interact with one another within a particular group.
Lave and Wenger (1991); Wenger (1998)	Identity is formed within a “community of practice,” in which novices, via “legitimate peripheral participation,” start to exhibit expert thinking and begin to start seeing themselves as members of that community.		Lave and Wenger acknowledge that people “practice” their identities via participation and begin to develop a sense of who they are in a community.
Cobb et al. (2009)	Student identities within mathematics are impacted by their sense of a “normative identity” (being a doer of mathematics) and “personal identity” (how they navigate the expectations of the classroom).	The activities that occur in a mathematics classroom help students understand who they are. Personal identity acknowledges the importance of students’ own feelings and perceptions.	Students are expected to participate in the activities of a classroom by being “doers” of mathematics. This requires that students understand the norms of acting in a classroom and the social structure.
Carlone and Johnson (2007)	Science identity production requires that students perform an identity, be recognized by themselves and others as science people, and master conceptual knowledge.		The model focuses on the participation of the student in science activities as well as interaction with peers (who have to recognize the student as a member of the community). The mastery of conceptual knowledge showcases an intellectual engagement with science.
Holland et al. (1998)	Identity production occurs within a figured world in which individuals must learn to navigate social norms and activities to construct identities in the figured world.	Socially constructed identities impact how individuals perceive the world and their experiences. Everyone perceives their histories differently because of social norms and culture.	Individuals “perform” their identities within a figured world by engaging with others and the day-to-day phenomena.