Adolescent girls' construction of moral discourses and appropriation of primary identity in a mathematics classroom.

Autor/in	Lim, Jae Hoon
Titel	Adolescent girls' construction of moral discourses and appropriation of primary identity in a mathematics classroom.
Quelle	In: ZDM : mathematics education, 40 (2008) 4, S. 617-631 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-008-0119-7
Schlagwörter	Beobachtung; Gender; Soziale Identität; Sozialer Hintergrund; Frau; Sekundarschule; Schüler; Mathematik; Mathematikunterricht; Ethnische Herkunft; Mädchen
Abstract	This qualitative study examines the way three American young adolescent girls who come from different class and racial backgrounds construct their social and academic identities in the context of their traditional mathematics classroom. The overall analysis shows an interesting dynamic among each participant's class and racial background, their social/academic identity and its collective foundation, the types of ideologies they repudiate and subscribe to, the implicit and explicit strategies they adopt in order to support the legitimacy of their own position, and the ways they manifest their position and identity in their use of language referring to their mathematics classroom. Detailed analysis of their use of particular terms, such as "I," "we," "they," and "should/shouldn't" elucidates that each participant has a unique view of her mathematics classroom, developing a different type of collective identity associated with a particular group of students. Most importantly, this study reveals that the girls actively construct a social and ideological web that helps them articulate their ethical and moral standpoint to support their positions. Throughout the complicated appropriation process of their own identity and ideological standpoint, the three girls made different choices of actions in mathematics learning, which in turn led them to a different math track the following year largely constraining their possibility of access to higher level mathematical knowledge in the subsequent schooling process.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2010/2