"A Bad Head for Maths"? Constructions of Educability and Mathematics in Adult Students' Narrative Life Histories

Autor/in	Siivonen, Päivi
Titel	"A Bad Head for Maths"? Constructions of Educability and Mathematics in Adult Students' Narrative Life Histories
Quelle	In: Scandinavian Journal of Educational Research, 57 (2013) 5, S.507-525 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2012.696208
Schlagwörter	Foreign Countries; Mathematical Aptitude; Intelligence; Personal Narratives; Social Differences; Ability; Secondary Education; Adult Education; Adult Students; Gender Differences; Age Differences; High School Graduates; Finland + Suchen Sie Ihr Suchwort? Ausland; Intelligenz; Klugheit; Erlebniserzählung; Sozialer Unterschied; Fähigkeit; Fertigkeit; Sekundarbereich; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Finnland
Abstract	The article focuses on the social differences of educability constructed in Finnish general upper secondary school adult graduates' narratives on mathematics. Social class, gender, and age intertwine in the narratives that express the adult students' worries about their ability and competence to study and learn mathematics. Social differences of educability are transformed into individual conceptions of ability in an intrusive way that has consequences far beyond the ability to learn mathematics. This concerns such issues as whether one's ability and competence as a student and learner suffice to complete studies at GUSSA and pass the matriculation examination, as well as one's chances of succeeding in further studies and working life. The study confirms that mathematics continues to be constructed as a masculine prototype of intelligence. Being "good" at mathematics, moreover, implies having intelligence and innate natural talent. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10