Constructing confidence and identities of belonging in mathematics at the transition to secondary school

Mathematics Education and the Affective Domain

“…The students produced their identity narratives through negotiating meaning between their relationship with mathematics and their interaction with classmates, families, by the class they were placed in, where they were positioned in the class, assessment results, performances, prizes, and through their doing of mathematics. Darragh (2013Darragh ( , 2015 used the metaphor of performance to portray identity. Through investigating the mathematics identities of 22 students and their 16 teachers in the students' transition from primary school to secondary school, three themes of what is valued emerged: asking questions, perseverance (persistence), and confidence.…”

“…Although the space limitations imposed on conference papers inevitably restrict the scope of the material presented, strategic use of conference presentations can serve as an introduction to a subsequent article or chapter (e.g., Attard, 2012Attard, , 2013Attard & Curry, 2012;Darragh, 2013Darragh, , 2015Leder & Forgasz, 2011). Alternately, conference contributions over successive years can be used to unveil extra information or explain further developments and thus enable a more solid body of work to be shared with the broader mathematics education research community (e.g., Brady, 2012Brady, , 2014Wilson, 2013;Wilson & Raven, 2014).…”

An Analysis of School Mathematics Textbooks in Terms of Their Pedagogical Orientation

“…Consequently, the particular choice affords the opportunity to investigate the second research question which investigates aspects of the transition from primary to secondary education and the highlighting of potential "gaps" between the two grades. This is because research on the transition from primary to secondary education often highlights a number of important changes in the learning environment between the two grades and this move from one school grade to the next resembles a move to a different "world" (Darragh, 2013).…”

Matematikämnet och stadiebytet mellan grundskolan och gymnasieskolan : En enkät- och klassrumsstudie

“…Relationen mellan lärare och elev samt elever emellan har visat sig viktig för elevernas motivation att lära sig matematik, åtminstone för elever i ålder kring stadiebytet från mellan-till högstadiet (Attard, 2010). Att tro på sig själv och att känna sig bekväm i miljön är också viktiga faktorer för inlärning för många elever (Darragh, 2013;Samuelsson, 2008) och den tryggheten kan rubbas i och med ett stadiebyte.…”