Literaturnachweis - Detailanzeige
Autor/in | Smith, Cathy |
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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 |
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) 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). |
Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |