ABSTRACT
In this chapter, the author focuses on how students, through constructions of different linguistic voices in their mathematical texts, can take on different writer roles and, in doing so, access different mathematical discourses. He draws on data and analyses from a recent longitudinal ethnographic study of eight students’ writing and writing development in the subject of mathematics in Danish upper secondary education. The author presents the case study of the student participants: Anna and Emil. The purpose of the study was to explore how students learn mathematical writing in the subject of mathematics in upper secondary education. The concept of identity has been particularly prominent both in writing research and in mathematics education. Hence writing development involves identity work where students consciously or subconsciously work to construct and establish social identities that are regarded as acknowledgeable in the writing cultures in which the students’ mathematical writing is embedded.
