Building towards Harmony between Identity and Mathematics Synthesizing Figured Worlds and Rightful Presence

As identity becomes more discussed within education, it becomes crucial to understand identity in relation to power and social justice. In this paper, we discuss the identity frameworks of figured worlds and rightful presence to operationalize the critical consideration of identity within mathematics learning environments. We argue that by themselves, figured worlds and rightful presence have shortcomings that make it difficult to attend to power, and contextualize change, respectively. When considered in tandem, however, these two frameworks complement one another and build a stronger attention to identity that mobilizes student agency in the classroom. We call on educators and researchers to combine and utilize these frameworks to address the dissonance of identity that often occurs for marginalized students, thus building towards a greater harmony of identity and mathematics. [For the complete proceedings, see ED630210.]