These frustrations emerge from, in my opinion:
- researcher's lack of an explicit theoretical stance, and/or
- an under-examined definition of identity, and/or
- an under-examined definition of mathematics, and/or
- an under-examined role of oneself as a researcher.
The thoughts that follow were written shortly after NCTM Research Presession 2013, during which I found myself rather underwhelmed by several sessions regarding children's mathematical identity.