Authoring mathematical selves
Item
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Title
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Authoring mathematical selves
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Identifier
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d_2009_2013:cd6dda01e064:11656
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identifier
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12222
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Creator
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Lambert, Rachel,
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Contributor
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Wendy Luttrell
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Date
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2013
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Language
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English
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Publisher
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City University of New York.
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Subject
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Mathematics education | Special education | Middle school education | Hispanic American studies | disability studies | identification | mathematics
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Abstract
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How do middle school kids develop identifications with mathematics over time, seeing themselves as agents in the figured worlds of their math classrooms (or not)? This ethnographic and interview study followed nine focus Latino/a kids though their sixth and seven grade inclusive mathematics classrooms in a high-poverty urban school. The kids participated in two kinds of mathematical pedagogy that differently constructed ability and disability in mathematics. Individual kids constructed unique self-understandings as math learners over time, using the cultural resources of multiple figured worlds (mathematical, social, special education, friendship). Most of the focus kids used conceptions of competence forged in memorization to understand themselves as learners who either get it fast or struggle slow. Other kids used alternative conceptions of competence such as persistence and creativity in mathematics. Kids narrated the critical importance of relationships and emotions in their experiences in mathematics classes.
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Type
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dissertation
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Source
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2009_2013.csv
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degree
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Ph.D.
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Program
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Urban Education
