Achieving, Laboring, and Surviving: Positioning through Material and Ideational Identity Resources in Student Autobiography [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (40th, Greenville, SC, Nov 15-18, 2018).

Autor/in	Gargroetzi, Emma Carene
Titel	Achieving, Laboring, and Surviving: Positioning through Material and Ideational Identity Resources in Student Autobiography [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (40th, Greenville, SC, Nov 15-18, 2018).
Quelle	(2018), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Self Concept; Autobiographies; Mathematics Instruction; High School Students; Student Attitudes; Classification; Track System (Education); Mathematics Achievement; High Achievement; Race; Immigration; Student Diversity; Public Schools; Educational Experience; Algebra; Trigonometry; Geometry; Grades (Scholastic); Minority Group Students; English Language Learners; New York (New York) + Suchen Sie Ihr Suchwort? Selbstkonzept; Autobiography; Autobiografie; Autobiographie; Mathematics lessons; Mathematikunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Classification system; Klassifikation; Klassifikationssystem; Leistungsgruppe; Leistungsdifferenzierung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Rasse; Abstammung; Public school; Öffentliche Schule; Bildungserfahrung; Trigonometrie; Geometrie; Notenspiegel
Abstract	This study examined the identity resources used and the subject positions taken by secondary students in autobiographical narratives of their experiences with mathematics (mathographies). Data consisted of mathographies from 54 students in two differently tracked math courses at a large, diverse public high school in Brooklyn, NY. The study asked 1) What material resources do students use to position themselves as different kinds of mathematics students? What typology of mathematics identities is revealed? And, 2) What ideational resources do students use to position themselves as different kinds of mathematics students? Findings revealed three predominant mathematics subject positions: celebrated high achiever, earnest laborer, and trauma survivor. Ideational identity resources included discourses of mathematics, of America and American schooling, and of race, language, and immigration. [For the complete proceedings, see ED606531.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01