Year: 2008
Type: conference-paper
Abstract: In this discussion article we consider mathematics learning as a process of developing a mathematical identity. This process is constituted by relationships between three key components – the teacher, the students and the discipline of mathematics. It is posited that the teacher’s role is to facilitate the development of students’ mathematical identities by relationally bridging student and the subject. Fundamentally, this requires that mathematics teachers have well-developed personal mathematical identities. Research over many years has highlighted a number of persistent issues related to participation and engagement in mathematics (e.g., Australian Academy of Science, 2006; Grootenboer & Zevenbergen, 2007). Despite being well aware of these problems for some time, there appears to have been little progress towards improving the situation and still many students hold unhelpful and unhealthy views of mathematics, and participation in mathematics classes at the higher levels continues to diminish. Recently, some researchers and writers (e.g., Boaler, 2002) have turned to an identity conceptual framework to try and better understand learning in mathematics and possible approaches for tackling these tenacious issues. In this discussion paper we consider a concept of identity as a framework for theorising learning in mathematics. An initial model is presented that simply captures some of the salient features of the learning milieu of the mathematics classroom, and it posits that the teacher’s role is to facilitate the development of
Source: Griffith Research Online
Authors: Peter Grootenboer, Robyn Zevenbergen
Institution: Griffith University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2171200125