ABSTRACT
In this synthesis, we compare and discuss the approaches that address the nexus between identity and conceptual change in science and mathematics education. We firstly lay out a picture of the landscape of the relationship between conceptual change/disciplinary learning and identity. Then, we focus on the three contributions to Part V on the nexus between identity and conceptual change. In particular, we develop a framework for comparing them and for extracting the common theoretical structure that we argue can orient a program of further rigorous investigations of the nexus between conceptual change and identity.
