High School Learners' Mathematical Identities

Autor/inn/en	Gweshe, Lovejoy Comfort; Brodie, Karin
Titel	High School Learners' Mathematical Identities
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 23 (2019) 2, S.254-262 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gweshe, Lovejoy Comfort) ORCID (Brodie, Karin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2019.1662642
Schlagwörter	High School Students; Grade 10; Self Efficacy; Self Concept; Beliefs; Academic Persistence; Mathematics Achievement; Educational Experience; Family Influence; Peer Influence; Labeling (of Persons); Reputation; Professional Personnel; Low Income Students; Career Choice; Foreign Countries; Urban Schools; Disadvantaged Youth; South Africa + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Self-efficacy; Selbstwirksamkeit; Selbstkonzept; Belief; Glaube; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Bildungserfahrung; Labeling-Ansatz; Personalbestand; Ausland; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Benachteiligter Jugendlicher; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	We investigate Grade 10 learners' mathematical identities, with a focus on influences on the learners' identities. A mathematical identity questionnaire was given to learners and their test scores accessed. Four learners were purposively selected for interviews on the basis of interesting relationships between their questionnaire responses and test scores. The interview data were analysed for stories of the learners' confidence, beliefs and persistence with mathematics, as indicators of mathematical identity. The findings showed that learners can hold largely robust, modest or largely fragile mathematical identities, which are related to these three indicators. Past and present mathematical experiences, what family members and peers said about the learners and about mathematics, including peer labelling, were related to the learners' identities. Career opportunities associated with mathematics, pleasing others and gaining prestige contributed to how learners formed their mathematical identities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01