Geodesic
Mathematics identities of a high school learner navigating landscapes of mathematics practice
Didactica Mathematicae, Tome 44 (2022), pp. 31-58.

Voir la notice de l'article provenant de la source Annales Societatis Mathematicae Polonae Series

The research paper reports mathematics learner identities of a group of high school learners who participated in our after-school mathematics clubs that our project ran when they were in primary school. What is captured here is one quite typical story of a learner’s mathematical journey, written by the learner when in secondary school. We conceptualise mathematical identity as being constructed through a relationship between personal identity, social identity, and agency in relation to learning mathematics. Furthermore, we build on a narrative definition of identity where we draw on Sfard and Prusak (2005) to view learner identities as the stories that learners tell about themselves. We draw on Solomon’s analytic framework to analyse themes about the learner’s mathematics identity as his: beliefs about oneself as a mathematics learner; beliefs about the nature of mathematics; and engagement in mathematics to analyse the different facets of narratives told by the student to the researcher. The analysis reveals a narrative of positive beliefs about himself as a mathematics learner and resilience in the face of challenges in his mathematics learning trajectory.
DOI : 10.14708/dm.v44i1.7191
Mots-clés : mathematics identities, after-school mathematics clubs, beliefs, narrative 
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Wellington M. Hokonya; Pamela Vale; Mellony Graven. Mathematics identities of a high school learner navigating landscapes of mathematics practice. Didactica Mathematicae, Tome 44 (2022), pp.  31-58. doi : 10.14708/dm.v44i1.7191. http://geodesic.mathdoc.fr/articles/10.14708/dm.v44i1.7191/

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