ENACTING THE “WE”: COLLECTIVE IDENTITY IN UNIVERSITY ROLE-BASED COLLABORATIVE PROBLEM SOLVING

Within university mathematics education, undergraduate students’ identity dynamics play a crucial role in shaping their academic experience. Against this backdrop, collaborative problem solving has proven to be a space in which students can explore mathematicians’ problem-solving practices, thus providing a valuable setting for investigating these dynamics. Building on previous research examining university students’ identity dynamics during role-based collaborative problem solving and focusing on the interplay between students’ identities and the institutional discourse surrounding mathematical activity (Picariello et al., in press), this study aims to extend this line of research by investigating the configuration of collective identities in university collaborative problem solving.