Identity and Rationality in Classroom Discussion: Developing and Testing an Analytical Toolkit

This contribution originates from a joint work aimed at networking theoretical tools and employ them to better understand teaching and learning episodes. In a former research we studied group works in mathematics classes adopting a socio-cultural perspective and combining two theoretical lenses: the construct of identity and that of rational behavior. In this contribution we turn to another phase of the teaching and learning process, namely when group work has to be shared with the school-mates and the teacher during a classroom discussion.