"I Am [Not Always] a Maths Hater": Shifting Students' Identity Narratives in Context

Autor/inn/en	Andersson, Annica; Valero, Paola; Meaney, Tamsin
Titel	"I Am [Not Always] a Maths Hater": Shifting Students' Identity Narratives in Context
Quelle	In: Educational Studies in Mathematics, 90 (2015) 2, S.143-161 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-015-9617-z
Schlagwörter	Secondary School Mathematics; Secondary School Students; Student Attitudes; Cognitive Style; Mathematics Education; Learner Engagement; Required Courses + Suchen Sie Ihr Suchwort? Sekundarschüler; Schülerverhalten; Cognitive styles; Kognitiver Stil; Mathematische Bildung; Pflichtkurs
Abstract	In this study, individual students' engagement in learning mathematics in different contexts was explored. The students' narrated identities during their first compulsory upper secondary mathematics course provided a way to understand students' shifts in participation and why these shifts occurred in different contexts at particular times. Identity narratives such as that of being a "maths hater" were linked to the learning opportunities. The connections between identity narratives and contexts suggest that how students are categorised in mathematics education needs to be queried, as these categorisations have an impact on students' learning of mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01