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ERIC Number: EJ864561
Record Type: Journal
Publication Date: 2009
Pages: 24
Abstractor: As Provided
ISSN: ISSN-0260-1370
Mathematical Identity in Women: The Concept, Its Components and Relationship to Educative Ability, Achievement and Family Support
Axelsson, Gun B. M.
International Journal of Lifelong Education, v28 n3 p383-406 2009
Mathematical identity and its relationship to mathematical achievement, educative ability and study support were studied among 133 women enrolled in the Swedish adult education system. A model of mathematical identity was constructed including self-perceived mathematical knowledge, ability, motivation and anxiety. This model was transformed into a statistical factor model, tested using Lisrel. An acceptable fit was obtained. The first three factors were strongly negatively related to mathematical anxiety. The mathematical identity components correlated most strongly with earlier school grades in mathematics and, to a lesser extent, with the result of a diagnostic test. Unexpectedly, the relationships to educative ability and study support were weak. Using a person-oriented approach, three typical patterns were found: one with extremely positive, and two with extremely negative, mathematical identity. The implications for further research are to investigate stability and change in the mathematical identity of women taking part in recurrent education. (Contains 2 figures and 5 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden