Experiences of Mexican teenage students when choosing a math degree: A mathematical narrative identity study
There is little qualitative research on mathematics education focused on the experiences of young students when choosing a mathematics degree and how these experiences are assimilated into their mathematics life stories. The objective of this narrative inquiry is to identify the experiences of Mexic...
| Main Authors: | , , |
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| Format: | Article |
| Language: | Spanish |
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Universidad Nacional, Costa Rica
2021-01-01
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| Series: | Uniciencia |
| Subjects: | |
| Online Access: | https://www.revistas.una.ac.cr/index.php/uniciencia/article/view/14449 |
| _version_ | 1818513067899617280 |
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| author | Gustavo Martínez-Sierra Jonathan Cervantes-Barraza Lorena Jiménez-Sandoval |
| author_facet | Gustavo Martínez-Sierra Jonathan Cervantes-Barraza Lorena Jiménez-Sandoval |
| author_sort | Gustavo Martínez-Sierra |
| collection | DOAJ |
| description | There is little qualitative research on mathematics education focused on the experiences of young students when choosing a mathematics degree and how these experiences are assimilated into their mathematics life stories. The objective of this narrative inquiry is to identify the experiences of Mexican students who choose a mathematics degree through their mathematics life story. The conceptualization of a mathematical narrative identity divided into motivations, sources of motivation, and expectations allowed the identification of the following: (1) motivation of Mexican students for choosing a math degree, (2) sources of this motivation, and (3) future expectations related to this choice. This qualitative study was conducted based on a case study to prepare an in-depth analysis of multiple cases and frame them into a general description. Data was gathered from 47 interviews to collect students’ mathematics life stories. The four thematic analyses gave the following results: (1) the three main motivations were “liking mathematics”, self-efficacy belief, and the desire to become a “good teacher”, (2) the two main expectations were “being a good teacher” and “learning more mathematics”, and (3) the four main sources of motivations were self-efficacy belief, having “good teachers”, indirect experiences, and mastering knowledge. Results have similarities with the importance of self-efficacy beliefs and differences between “liking mathematics” and the desire to become a “good teacher” regarding the psychological explanations about the motivational forces to choose a math degree. |
| first_indexed | 2024-12-10T23:55:53Z |
| format | Article |
| id | doaj.art-221dd2f1032349299f7505c92cfabf96 |
| institution | Directory Open Access Journal |
| issn | 2215-3470 |
| language | Spanish |
| last_indexed | 2024-12-10T23:55:53Z |
| publishDate | 2021-01-01 |
| publisher | Universidad Nacional, Costa Rica |
| record_format | Article |
| series | Uniciencia |
| spelling | doaj.art-221dd2f1032349299f7505c92cfabf962022-12-22T01:28:35ZspaUniversidad Nacional, Costa RicaUniciencia2215-34702021-01-0135124526410.15359/ru.35-1.1514449Experiences of Mexican teenage students when choosing a math degree: A mathematical narrative identity studyGustavo Martínez-Sierra0Jonathan Cervantes-Barraza1Lorena Jiménez-Sandoval2Universidad Autónoma de GuerreroUniversidad Autónoma de GuerreroUniversidad Autónoma de ZacatecasThere is little qualitative research on mathematics education focused on the experiences of young students when choosing a mathematics degree and how these experiences are assimilated into their mathematics life stories. The objective of this narrative inquiry is to identify the experiences of Mexican students who choose a mathematics degree through their mathematics life story. The conceptualization of a mathematical narrative identity divided into motivations, sources of motivation, and expectations allowed the identification of the following: (1) motivation of Mexican students for choosing a math degree, (2) sources of this motivation, and (3) future expectations related to this choice. This qualitative study was conducted based on a case study to prepare an in-depth analysis of multiple cases and frame them into a general description. Data was gathered from 47 interviews to collect students’ mathematics life stories. The four thematic analyses gave the following results: (1) the three main motivations were “liking mathematics”, self-efficacy belief, and the desire to become a “good teacher”, (2) the two main expectations were “being a good teacher” and “learning more mathematics”, and (3) the four main sources of motivations were self-efficacy belief, having “good teachers”, indirect experiences, and mastering knowledge. Results have similarities with the importance of self-efficacy beliefs and differences between “liking mathematics” and the desire to become a “good teacher” regarding the psychological explanations about the motivational forces to choose a math degree.https://www.revistas.una.ac.cr/index.php/uniciencia/article/view/14449students choosing a math degreestudents’ motivationsnarrative inquirynarrative identityself-efficacy beliefs |
| spellingShingle | Gustavo Martínez-Sierra Jonathan Cervantes-Barraza Lorena Jiménez-Sandoval Experiences of Mexican teenage students when choosing a math degree: A mathematical narrative identity study Uniciencia students choosing a math degree students’ motivations narrative inquiry narrative identity self-efficacy beliefs |
| title | Experiences of Mexican teenage students when choosing a math degree: A mathematical narrative identity study |
| title_full | Experiences of Mexican teenage students when choosing a math degree: A mathematical narrative identity study |
| title_fullStr | Experiences of Mexican teenage students when choosing a math degree: A mathematical narrative identity study |
| title_full_unstemmed | Experiences of Mexican teenage students when choosing a math degree: A mathematical narrative identity study |
| title_short | Experiences of Mexican teenage students when choosing a math degree: A mathematical narrative identity study |
| title_sort | experiences of mexican teenage students when choosing a math degree a mathematical narrative identity study |
| topic | students choosing a math degree students’ motivations narrative inquiry narrative identity self-efficacy beliefs |
| url | https://www.revistas.una.ac.cr/index.php/uniciencia/article/view/14449 |
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