Identification with Early Primary School Mathematics: A Home-School Activity Theory Conceptualisation and Methodology

Autor/inn/en	Black, Laura; Williams, Julian; Choudry, Sophina; Pickard-Smith, Kelly; Ryan, Bethany
Titel	Identification with Early Primary School Mathematics: A Home-School Activity Theory Conceptualisation and Methodology
Quelle	In: Cambridge Journal of Education, 49 (2019) 3, S.349-368 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Black, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2018.1533523
Schlagwörter	Elementary School Mathematics; Identification (Psychology); Mathematics Activities; Home Study; Elementary School Teachers; Elementary School Students; Foreign Countries; Mathematics Instruction; United Kingdom (England) + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Mathematics lessons; Mathematikunterricht
Abstract	This paper offers a new methodology for researching children's identifications in the early primary phase that makes visible the 'seeds' of academic dis-/identities, which typically flower later in adolescence. It focuses on the 'case' of mathematical identifications (MI) to exemplify how children come to dis/identify from the academic curriculum more broadly. MI is defined as any act where cultural representations of being mathematical are reflected back on to the child by others or the self, as they engage in mathematical activity. Data are presented concerning Bilal and Nico to show identifications in a hybrid home-school mathematics activity that contradict or 'align' with MI elicited in school-mathematical activity. It is argued that contradictions between these MIs indicate 'potential' development towards disengagement (the case of Nico). This contrasts with home-school alignment involving Bilal's 'schoolified' home activities, which (re)validate school-mathematical activity. It is further argued that this conceptual innovation offers potential for investigating identity in early childhood. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01