“I am [not always] a maths hater”: Shifting students’ identity narratives in context

Andersson, Annica; Valero, Paola; Meaney, Tamsin

doi:10.1007/s10649-015-9617-z

Cited by 47 publications

(27 citation statements)

References 27 publications

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“…Thus we see the interplay of values and identity, in all their meanings, as scope for broadening the questions that we ask. Andersson et al (2015) showed that changes in the contexts of teaching and learning can motivate students, even those who disengage either in the moment, or for longer periods of time, to productively re-engage with mathematics. As part of this process, value alignment strategies are employed by teachers to maintain a sense of harmony in a mathematics lesson and to help students develop a positive and active relationship with mathematics.…”

Section: Mathematical Identity and Value Alignmentmentioning

confidence: 99%

The Role of Value Alignment in Levels of Engagement of Mathematics Learning

Kalogeropoulos

Clarkson

2019

ICME-13 Monographs

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Low levels of student engagement in mathematics education has been a growing concern in the Australian context and internationally. In this chapter, we will explore how value alignment strategies (Scaffolding, Balancing, Intervention and Refuge) could be used to rework conflict, resentment and disengagement of students in the mathematics classroom. When students are encouraged to discuss their individual thoughts and opinions, ideas and approaches, students' values and identities become more apparent. We also begin to explore the notion of identity as an extension to the completed work on value alignment strategies. We propose a possibility that value alignment strategies could be the catalyst in many more students proclaiming that 'mathematics is my most valuable subject!' Keywords Values • Value alignment strategies • Student engagement • Student disengagement • Mathematical identity

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Section: Mathematical Identity and Value Alignmentmentioning

confidence: 99%

The Role of Value Alignment in Levels of Engagement of Mathematics Learning

Kalogeropoulos

Clarkson

2019

ICME-13 Monographs

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“…Here, the discursive articulation reveals that Anja's experience of a lack of relevance of the mathematics she is offered is closely connected to the lack of togetherness in her mathematics classroom. Andersson et al (2015) present a case study of a student who is equally troubled with teacher-centred mathematics education but becomes seriously engaged with mathematics when she is involved in cooperative project work on societal applications of mathematics. Although Anja does not address this issue explicitly, it seems fair to assume that Anja would also see more relevance in school mathematics if it was used as a means to solve more complex problems in collaboration with others and not in solitude.…”

Section: Relevance: Pointless Mathematicsmentioning

confidence: 99%

Refusing mathematics: a discourse theory approach on the politics of identity work

Chronaki

Kollosche

2019

ZDM Mathematics Education

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Although many scholars in the field of mathematics education are aware that identity discourses are highly political, research in the field usually lacks a framework theoretically and methodologically to address the political dimension of identity research. Based on Laclau and Mouffe's discourse theory and the case of a female secondary school student at a German public school, the present paper analyses identity as a socio-political process of identity work articulated around the discourse of 'refusing school mathematics' in our contemporary times. Her refusal of mathematics is constituted around issues related to a series of noted classroom practices such as collective work, being together and having fun, relevance of mathematics in society and life, respect of one's own dignity instead of becoming humiliated, and bodily activity instead of seated work. We illustrate how discourse theory allows us to see the identity work of refusing mathematics as a contingent process in a discursive field of socio-political struggle. In this process the subject moves beyond an essentialist 'refusal' of mathematics learning towards articulating her refusal of a particular mathematics education socio-materiality that needs to become subverted and reworked into more affirmative terms.

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“…[29]. Similarly, there is a common sentiment that "only geniuses can do mathematics" [34,35]. These common ideas undermine the curriculum assertions of practical value and accessibility.…”

Section: Pastoral Powermentioning

confidence: 99%

Remythologizing Mystery in Mathematics: Teaching for Open Landscapes versus Concealment

Andersson

Wagner

2018

Education Sciences

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Mathematics is full of mystery. We illuminate the myth to expose two conflicting senses of mystery at work in mathematics and its education practices. There is a sense of boundlessness with mathematics-the idea that we never fully know. There is also a practice of concealment, in which an answer or solution is known by special people who may support or provide a scaffold for students' navigation to the "special" knowledge, but may also challenge their access to it by erecting barriers and boundaries. In remythologizing mystery, we identify that the valorization of mystery in mathematics is rooted in the wonder of exploring boundless landscapes and is used misleadingly to justify school mathematics with the other sense of mystery-uncovering the concealed.

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“I am [not always] a maths hater”: Shifting students’ identity narratives in context

Cited by 47 publications

References 27 publications

The Role of Value Alignment in Levels of Engagement of Mathematics Learning

The Role of Value Alignment in Levels of Engagement of Mathematics Learning

Refusing mathematics: a discourse theory approach on the politics of identity work

Remythologizing Mystery in Mathematics: Teaching for Open Landscapes versus Concealment

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