Investigating the dynamics inclusively shaping university mathematics students’ identity. Proceedings of the Inclusive Mathematics Education based on Digital Learning. Springer.

Problem solving and creativity are key skills for mathematics students. This study explores how collaborative problem-solving activities can influence students’ perceptions of themselves as members of the mathematics academic community, focusing on identity building as a dynamic process. Implemented during a bachelor’s degree Geometry course, the Thinking Groups fostered cognitive, metacognitive, and affective growth through role-based collaborative tasks, conducted both online and in person. Through the lens of identity the study highlights the positive impact of these activities on students’ sense of inclusion, autonomy, and belonging to the academic community. Findings suggest that Thinking Groups effectively enhance mathematical competence while promoting an inclusive learning environment where collaboration and shared knowledge construction are central.