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ERIC Number: EJ1053684
Record Type: Journal
Publication Date: 2015-Mar
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1033-2170
Recognising "Good at Mathematics": Using a Performative Lens for Identity
Darragh, Lisa
Mathematics Education Research Journal, v27 n1 p83-102 Mar 2015
Many students do not recognise in themselves positive learner identities in mathematics and thus exclude themselves from further mathematics education, limiting their life opportunities. In this study, I use a performance metaphor for identity, drawing on G.H. Mead, Erving Goffman and Judith Butler to analyse interviews with students, taken at four time points as they make the transition from primary to secondary school. The question I focus on is "How do you recognise someone who is 'good at mathematics'?" The students' responses reveal that there is a wide variety of scripts available when enacting the role of "good at mathematics", and these include getting high marks, knowing the answer quickly, helping others and demonstrating the confidence to put up their hand to answer questions. Despite the variety of ways in which to demonstrate "good at mathematics", most of the students did not recognise themselves in their own descriptions. This goes some way towards explaining why students may opt out of further study in mathematics, despite high achievement in this subject.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand