‘I’m a natural and I do it for love!’: exploring students’ accounts of studying mathematics

Bartholomew, Hannah; Darragh, Lisa; Ell, Fiona; Saunders, Jeanette

doi:10.1080/0020739x.2011.608863

Cited by 21 publications

(15 citation statements)

References 8 publications

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“…Additional research examined individual's relationship with a particular practice, typically within an institutional or classroom context (e.g., Bartholomew et al 2011;Jackson and Seiler 2018), and how this relationship shaped and defined one's identity development. Many of these studies were grounded in mathematics and science practices as opposed to technology and engineering practices.…”

Section: Identities As a Relationship With A Specific Practice Or Disciplinementioning

confidence: 99%

Youths’ and Adults’ Identity in STEM: a Systematic Literature Review

Simpson

Bouhafa

2020

Journal for STEM Educ Res

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This study presents a synthesis of the empirical research on identity across science, technology, engineering, and mathematics (STEM) published between 2000-2018. The research canvassed in this study encompasses a range of contexts and ages. A total of 202 articles were examined in order to determine how identity was emphasized and operationalized within each field and by grade/age bands, as well as the multitude of factors shaping individual's identity within STEM. Results confirmed the complex nature of identity and the internal (e.g., confidence) and external factors (e.g., institutional norms) positively and/or negatively shaping youths' and adults' identity within STEM. These factors are distinguishing and perpetuating the in-group, or those who identify as a member of a STEM field, from the outgroup, or those who do not identify as a member of a STEM field. Additionally, the findings of this study highlighted identity in the field of technology, and with adult participants, as among the least investigated fields and grade/age bands respectively. Conversely, we have a more holistic picture of science and mathematics identities across age/grade bands. Other findings demonstrated an overemphasis on representational identities in comparison to identities as narratives and identities as ways of acting. The findings generated from this review serve in providing research directions concerning identity studies within the STEM field.

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Section: Identities As a Relationship With A Specific Practice Or Disciplinementioning

confidence: 99%

Youths’ and Adults’ Identity in STEM: a Systematic Literature Review

Simpson

Bouhafa

2020

Journal for STEM Educ Res

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“…Identity was a reliable positive predictor of all three outcome variables for non-ELL students, with a one standard deviation increase in identity related to small increases of 0.112 in highest mathematics course, 0.091 in mathematics GPA, and 0.051 in credits earned. These findings reflect much of the literature on mathematics identity, which has found that identity is positively related to mathematics success and perseverance (Bartholomew et al, 2011;Black et al, 2010;Boaler & Greeno, 2000). However, this pattern was not reflected for ELL students: a one standard deviation increase in identity was related to a large increase of 0.272 in mathematics GPA, but decreases of 0.149 in highest mathematics course and 0.087 in credits earned.…”

Section: Discussionsupporting

confidence: 82%

“…For non-ELL students, mathematics identity was consistent across all three outcomes, with a greater measure of mathematics identity related to increases in every outcome score. For these students, identity behaved as may be expected according to prior literature on the subject (Bartholomew et al, 2011;Black et al, 2010;Boaler, 2002), increasing both access to and achievement in mathematics. For ELL students, however, identity behaved differently: a greater measure of mathematics identity was related to an increase in mathematics attainment (i.e.…”

Section: Chapter 4: Discussionsupporting

confidence: 58%

“…Frameworks for mathematics identity have been developed in the context of classroom practices (Boaler, 2002;Boaler & Greeno, 2000;Cobb, Gresalfi, & Hodge, 2009), as well as in culturally diverse environments (Larnell, 2016;Martin, 2000;Nasir, 2002;Oppland-Cordell & Martin, 2015;Sfard & Prusak, 2005). Mathematics identity has been shown to closely intertwine with learning, capable of influencing approaches, responses, and attainment in mathematics (Bartholomew, Darragh, Ell, & Saunders, 2011;Black et al, 2010;Boaler, 2002;Boaler & Greeno, 2000). Learning itself may be conceptualized as the process through which a student learns to be a particular type of person, such as a person capable of engaging in mathematics, in the learning context (Wenger, 1998).…”

Section: Teachers Of Mathematics 2014; National Governor's Associatimentioning

confidence: 99%

“…This variable measured the extent to which the student believed themselves to be a "math person", and whether they believed others saw them as a "math person", with higher values indicating greater agreement with these statements. Mathematics identity was chosen due to prior research evidence that students' identification as a person capable of doing mathematics is likely to impact their approach to mathematics and future mathematics success (Bartholomew et al, 2011;Black et al, 2010;Boaler, 2002;Boaler & Greeno, 2000).…”

Section: Samplementioning

confidence: 99%

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The secondary mathematics experiences of English language learners

Runnalls¹

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In recent decades, the landscape of the U.S. classroom has been drastically changing. Schools at every level are enrolling increasingly higher numbers of culturally and linguistically diverse learners, many in the process of learning English. These students, frequently called English language learners (ELLs), present new and unique challenges to educators. Many of these challenges concern language and the many ways it affects the educational experience. One concern of great interest involves better understanding the ways language and academic content interact. Language is a pivotal component of the learning experience, and likely to affect students' perceptions of the classroom environment and themselves, as well as interactions with teachers and peers. This concern remains critical to consider in secondary mathematics, where language demands are high, but teachers may not be trained to attend to both language and content in the mainstream classroom. The present research used data from the High School Longitudinal Study of 2009 to investigate the secondary mathematics experiences of ELL and non-ELL students in two studies conducted at distinct levels: student and teacher. At the student-level, hierarchical linear modeling was used to compare the effects of several student variables on both access to and achievement in mathematics, as well as how these effects differed between ELL and non-ELL students. Findings indicated that both mathematics self-efficacy and interest in early coursework were positively related to access to and achievement in mathematics, and these relationships were significantly stronger for ELL students. Conversely, positive perceptions of the learning environment and classroom engagement were often related to gains in outcomes for non-ELL students, but decreases for ELL students. This study highlighted several key factors of the vi secondary mathematics experience that behaved differently for ELL and non-ELL students. Implications of these findings are further discussed in Chapter 2. At the teacher-level, hierarchical linear modeling was used to compare the effects of teacher experience, classroom practices, and perceptions of departmental support on the access to and achievement in mathematics of their students, and how these effects differed between ELL and non-ELL students. Findings indicated that more conceptuallyoriented teaching practices were beneficial to both students, with greater gains long-term for both ELL and non-ELL students. Procedurally-oriented teaching was beneficial to ELL students in nearly all cases, but detrimental to non-ELL students' mathematics outcomes. The effects of perceptions of departmental support varied, with mixed effects for some (e.g. principal support) and detrimental effects for others (e.g. sense of responsibility). Implications of these findings are further discussed in Chapter 3. Finally, Chapter 4 discusses overarching themes across studies at both levels, summarizing the results with regards to student variables, teacher variables, and studentteache...

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