Recognising ‘good at mathematics’: using a performative lens for identity

Darragh, Lisa

doi:10.1007/s13394-014-0120-0

Cited by 27 publications

(17 citation statements)

References 28 publications

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“…The main limitation of this overemphasis is the tendency to neglect the study of the mechanisms of production and reproduction of identities with others in real contextual practices. It is interesting to note here that some researchers have conceptually, and operationally, addressed this limitation by defining narratives as identity performances or enactments (e.g., see Braathe & Solomon, 2015;Darragh, 2015). Studies using this conceptualization have paid close attention to how different languages and discourses are used when interacting with the interviewer (e.g., Braathe & Solomon, 2015) or how they are employed to position the self in relation to multiple others/voices (e.g., Lim, 2008;Solomon, 2012), thus allowing some insight into underlying mechanisms of production.…”

Section: Discussionmentioning

confidence: 99%

Towards conceptual coherence in the research on mathematics learner identity: a systematic review of the literature

et al. 2018

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This paper presents the results of a systematic review of the empirical literature, reported in research journals, on Mathematics Learner Identity (MLI). In the mathematics education research field, arguments have been made that the conceptualisation of Mathematics Identity (MI) is inconsistent and this makes the literature as a whole incoherent. This study aims to summarize how the concept has been employed and to develop an integrative model for analysing concept-definitions and concept-operationalizations of MLI. An analysis of 69 papers revealed 3 main dimensions that characterized how identity is conceptually defined in any research literature (social/subjective, enacted/representational and change/stability) and 5 main categories that describe how the literature has implemented these dimensions operationally (identity as individual attributes; identity as narratives; identity as a relationship with specific practices; identity as ways of acting; and identities as afforded and constrained by local practices). An emphasis on representational aspects of identities, particularly during higher education, and enacted and practice-related identities during primary and secondary education research was found. The discussion shows how the field would be clarified if studies made their choices of conceptualisation clear in terms of these dimensions and categories, and if research as a whole becomes more aware of restrictions/limitations in identity research, particularly at different points of the educational trajectory of students.

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Section: Discussionmentioning

confidence: 99%

Towards conceptual coherence in the research on mathematics learner identity: a systematic review of the literature

et al. 2018

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“…Differences and tensions in the ways these themes were valued by the students and teachers, promoted by classroom experiences, and performed by the students were explored. Darragh (2015) also found there were a number of different "scripts" students can call upon in their recognition of a performance of "good at mathematics". Differences were highlighted between the teachers' view of what were important performances for students' successful learning and what the students thought they should be doing in order to be successful in mathematics.…”

Section: Operationalising Identitymentioning

confidence: 98%

“…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.…”

Section: Operationalising Identitymentioning

confidence: 99%

“…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).…”

Section: Introductionmentioning

confidence: 99%

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Mathematics Education and the Affective Domain

Attard

Ingram

Forgasz

et al. 2016

Research in Mathematics Education in Australasia 2012-2015

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This is the fourth chapter on affective issues to appear in the Mathematics Education Research Group of Australasia (MERGA) reviews of research in mathematics education. In our review of topics and findings of studies that have been published in Australasia during the period 2012-2015, some themes and issues have been identified that appear noteworthy. Past reviews on affect and mathematics have noted a limited amount of theorising, with many studies providing description of teacher and student perceptions of affective issues. This does not appear to have changed significantly in this period, however it does appear that the foci of affective research within specific topics is beginning to broaden, with a shift in attention on student engagement and attitudes towards mathematics. It is noted that although research has increased in the area of engagement, there have been no substantive explorations of any links between engagement and academic achievement.

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“…Indeed, researchers have continually demonstrated how sociocultural and historical scripted roles dictate and reproduce what one can be, do, or say mathematically (see Betz and Sekaquaptewa 2012). Consider the work of Darragh (2015) who interviewed students as they were transitioning from elementary school to high school and who showed how institutional practices of streaming and privileged ways of doing mathematics "provide a script for performing 'good at mathematics' that works to assist other students in excluding themselves from further mathematics" (p. 100).…”

Section: Socioculturally Available Selfhoodsmentioning

confidence: 99%

Connecting the dots: toward a networked framework to conceptualizing identity in mathematics education

Fellus

2019

ZDM Mathematics Education

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The construct of identity is increasingly recognized as a dominant and determining aspect in learning mathematics. While researchers-collectively-theorize identity as situated and negotiated, they also draw attention to the unwieldy nature of the concept that makes it difficult to define and operationalize. The purpose of this paper is to contribute to the conversation on identity in mathematics education by providing a literature review through the lens of a four-part networked identity model configured by Ivanič (1998) in the field of academic writing. Following a short introduction of the meaning of identity as a research construct, the paper discusses Ivanič's four identity-related aspects that include autobiographical identity, discoursal identity, authorial identity, and socioculturally available identities. It then examines research in K-12 mathematics education that focuses on learners' identity through the perspective of Ivanič's model to suggest an instrumental, yet tentative, multidimensional framework for exploring identity in mathematics education. The paper concludes with potential trajectories for future research.

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Recognising ‘good at mathematics’: using a performative lens for identity

Cited by 27 publications

References 28 publications

Towards conceptual coherence in the research on mathematics learner identity: a systematic review of the literature

Towards conceptual coherence in the research on mathematics learner identity: a systematic review of the literature

Mathematics Education and the Affective Domain

Connecting the dots: toward a networked framework to conceptualizing identity in mathematics education

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