Discourses of Time and Maturity Structuring Participation in Mathematics and Further Mathematics

Autor/in	Smith, Cathy
Titel	Discourses of Time and Maturity Structuring Participation in Mathematics and Further Mathematics
Quelle	In: British Journal of Sociology of Education, 41 (2020) 2, S.160-177 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Cathy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2019.1697206
Schlagwörter	Mathematics Instruction; Time; Social Influences; Age Differences; Maturity (Individuals); Adolescents; Student Participation; Aspiration; Gender Differences; Track System (Education); Course Selection (Students); Foreign Countries; Decision Making; Secondary School Students; United Kingdom (England) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Zeit; Sozialer Einfluss; Age; Difference; Age difference; Altersunterschied; Reifung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Streben; Geschlechterkonflikt; Leistungsgruppe; Leistungsdifferenzierung; Course selection; Student; Students; Kurswahl; Ausland; Decision-making; Entscheidungsfindung; Sekundarschüler
Abstract	This paper examines how young people account for choosing mathematical subjects, and how these processes sustain, or not, their continued participation. It draws on a 2-year qualitative study of 24 young people's accounts of following advanced mathematical pathways within a widening participation programme. Working within a post-structural framework, I combine two arguments: firstly, that local discourses of time, age and maturity position contemporary adolescence as a time of 'becoming' that aligns personal aspirations with mathematical progress, and secondly that students' accounts of choice and aspiration require multiple imaginings of present and future selves. I identify distinct discourses -- "moving/improving" and "getting ahead" -- that structure the intelligibility of participation in mathematics and further mathematics respectively. I argue that tracing the alignments between students' accounts of themselves and/ in mathematics offers potential to understand emergent practices in mathematics participation but also how exclusions are re-inscribed along classed and gendered lines. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01