Details for publication #56:
2007 - Presentation
Storying mathematical identities with cultural models
When we build our narratives of identity in interviews, we make use of cultural modelsâ€, culturally normative rules, schemas, ways of describing people, activities and ways of being. In this study we identify cultural models used by two mathematics learners in the stories they told us about their lives, including their experiences of learning mathematics and their disposition to study mathematics in the future. Each model provides a tool for identifying or dis-identifying with mathematics. While some models might be thought more positiveâ€, and others more negativeâ€, students positioned with strong imagined life stories or ambitions can turn these models to their own purposes. Thus maths is hard†can sometimes be storied as challenging and fun†rather than too hard and boringâ€. The significance of the educational culture is discussed.
The Transmaths website has been developed as part of the project:
Promoting participation and engagement in post-compulsory mathematics education for STEM
ESRC Award: RES-189-25-0235