Although identity is a fundamental aspect of every person, attention to this construct is relatively new in mathematics education research. Langer-Osuna and Esmonde introduce readers to discursive (poststructural), positional, narrative, and psychoanalytic theoretical approaches to identity, showing how different approaches enable different kinds of analyses. In the context of mathematics teaching and learning, they examine research on individual identities and relationships between individual and membership identities (e.g., race and gender).

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