Girls Becoming Mathematicians: Identity and Agency in the Figured World of the English-Medium Primary School

Autor/inn/en	Jones, Sally Ann; Seilhamer, Mark Fifer
Titel	Girls Becoming Mathematicians: Identity and Agency in the Figured World of the English-Medium Primary School
Quelle	In: Journal of Language, Identity, and Education, 21 (2022) 5, S.330-346 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Seilhamer, Mark Fifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2020.1795862
Schlagwörter	Females; Mathematics Education; Elementary School Students; Self Concept; Personal Autonomy; Teaching Methods; Student Attitudes; English (Second Language); Second Language Learning; Language of Instruction; Self Esteem; Academic Ability; Gender Differences; Mastery Learning; Psychological Patterns; Security (Psychology); Creative Activities; Foreign Countries; Multilingualism; Discourse Analysis; Problem Solving; Singapore + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Mathematische Bildung; Selbstkonzept; Individuelle Autonomie; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Self-esteem; Selbstaufmerksamkeit; Geschlechterkonflikt; Security; Psychology; Sicherheit; Ausland; Mehrsprachigkeit; Multilingualismus; Diskursanalyse; Problemlösen; Singapur
Abstract	This paper focusses on the process of learning mathematics in primary school from the perspectives of 62 girls aged seven to 11. For many of these Singaporean girls, English is not the dominant home language, but they all learn mathematics in English. Despite the fact that achievement in mathematics is high nationally, girls appear to be less confident than boys. Adopting notions of identity and agency at the intersection of language and gender, the paper explores how the girls oriented themselves and others to the figured world of school mathematics as successful or not through their interaction in focus group interviews. While some were confident in their mastery of the subject, for some others, the discipline, its language, and other artefacts, such as model drawing and assessment, restricted and frustrated them. Girls experienced a sense of security in their own fellowship and appreciated considerate pedagogies, such as space for individual agency and for improvisation and expression of language, through which they could achieve understanding and progress. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01