Turnaround Students in High School Mathematics: Constructing Identities of Competence through Mathematical Worlds

Autor/in	Horn, Ilana Seidel
Titel	Turnaround Students in High School Mathematics: Constructing Identities of Competence through Mathematical Worlds
Quelle	In: Mathematical Thinking and Learning: An International Journal, 10 (2008) 3, S.201-239 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
Schlagwörter	Stellungnahme; Mathematics Education; Mathematics Achievement; Secondary School Mathematics; High School Students; Competence; Mathematics Skills; Identification (Psychology); Longitudinal Studies; Comparative Analysis + Suchen Sie Ihr Suchwort? Mathematische Bildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kompetenz; Mathematics ability; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	This analysis joins together two lines of work: research on students' mathematical identities and on curricular organization that supports equitable academic outcomes. This article conceptualizes students' sense of mathematical competence as emerging through the interaction between their extant identities and the mathematical worlds they encounter in the school. Using data from a five-year mixed-methods longitudinal study comparing students' mathematical experiences in two high schools (Boaler, 2006), I focus on seven students who showed initial and unexpected success in mathematics. One department provided more resources for students to develop identities of mathematical competence, while the second department naturalized differential outcomes for students. An examination of two student trajectories, one from each school, illustrates how mathematical identities were constructed across, as well as within, classrooms. I argue that students' mathematical identities emerge beyond a single classroom, and to achieve equitable outcomes, we must look not only at the work of individual teachers but also at teacher collectives who support mathematical achievement. (Contains 3 figures, 2 tables and 10 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10