Chinese American Educational Research and Development Association
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Educational Research & Development Journal
Vol 16, No 1 (2013)
On “New Waves” in Mathematics Education Research: Identity, Power, and the Mathematics Learning Experiences of All Child |
| Gregory V. Gregory V |
Abstract |
| During the past few decades, identity has emerged as a key to studying the sociocultural and sociopolitical character of mathematics learning and teaching and has been linked directly to conceptualizations of mathematical proficiency. Along with the attentiveness to issues of identity, mathematics education researchers have also begun to “take power seriously” in an effort to better understand the ways in which students’ mathematics-specific learning experiences are framed in- and outside of the classroom, by what and by whom, and with what consequences. In this paper, I discuss the recent social- and sociopolitical-turn moments in mathematics education as context for the emergence of identity as an analytic tool. To touch on how issues of identity and power intersect and are being taken up, I draw on a recent study that examined the identities of students who were enrolled in a non-credit-bearing remedial mathematics course as they transitioned from high school- to college-level mathematics. |
| Full Text: PDF |
ISSN: 1526-8659