The construction of mathematical identities among early adolescents
AbstractMany children experience challenges with school mathematics during the transition from primary to secondary education, with several studies documenting a decline of performance, motivation, and self-efficacy. In order to understand how early adolescents construct their mathematical identitie...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2023-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2214474 |
| _version_ | 1797671685512495104 |
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| author | Josefine M. Pettersen Constantinos Xenofontos |
| author_facet | Josefine M. Pettersen Constantinos Xenofontos |
| author_sort | Josefine M. Pettersen |
| collection | DOAJ |
| description | AbstractMany children experience challenges with school mathematics during the transition from primary to secondary education, with several studies documenting a decline of performance, motivation, and self-efficacy. In order to understand how early adolescents construct their mathematical identities during this transition, this study explores, along the lines of grounded theory, the ways that identity manifestations are expressed by children in Oslo, Norway. Participants were 21 early adolescents between the ages 12–13, during their last months of primary education (year 7), and right before their transition into lower-secondary education (year 8). Data collection involved focus-group interviews with all children, as well as individual interviews with six of them. Thematic data analyses yielded three themes around which participants construct their mathematical identities: popularity, effort, and achievement. Aiming at further unpacking the complex relations between the three themes, we focus on the case of Tina. We conclude with suggestions for further research and implications for practice. |
| first_indexed | 2024-03-11T21:19:14Z |
| format | Article |
| id | doaj.art-b52bb259a2e04934b9c1c028ba2bd5a6 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-11T21:19:14Z |
| publishDate | 2023-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-b52bb259a2e04934b9c1c028ba2bd5a62023-09-28T10:28:07ZengTaylor & Francis GroupCogent Education2331-186X2023-12-0110110.1080/2331186X.2023.2214474The construction of mathematical identities among early adolescentsJosefine M. Pettersen0Constantinos Xenofontos1Department of Primary and Secondary Teacher Education Faculty of Education and International Studies, Oslo Metropolitan University, Oslo, NorwayDepartment of Primary and Secondary Teacher Education Faculty of Education and International Studies, Oslo Metropolitan University, Oslo, NorwayAbstractMany children experience challenges with school mathematics during the transition from primary to secondary education, with several studies documenting a decline of performance, motivation, and self-efficacy. In order to understand how early adolescents construct their mathematical identities during this transition, this study explores, along the lines of grounded theory, the ways that identity manifestations are expressed by children in Oslo, Norway. Participants were 21 early adolescents between the ages 12–13, during their last months of primary education (year 7), and right before their transition into lower-secondary education (year 8). Data collection involved focus-group interviews with all children, as well as individual interviews with six of them. Thematic data analyses yielded three themes around which participants construct their mathematical identities: popularity, effort, and achievement. Aiming at further unpacking the complex relations between the three themes, we focus on the case of Tina. We conclude with suggestions for further research and implications for practice.https://www.tandfonline.com/doi/10.1080/2331186X.2023.2214474early adolescentsmathematics educationidentity constructiontransitionprimarylower-secondary |
| spellingShingle | Josefine M. Pettersen Constantinos Xenofontos The construction of mathematical identities among early adolescents Cogent Education early adolescents mathematics education identity construction transition primary lower-secondary |
| title | The construction of mathematical identities among early adolescents |
| title_full | The construction of mathematical identities among early adolescents |
| title_fullStr | The construction of mathematical identities among early adolescents |
| title_full_unstemmed | The construction of mathematical identities among early adolescents |
| title_short | The construction of mathematical identities among early adolescents |
| title_sort | construction of mathematical identities among early adolescents |
| topic | early adolescents mathematics education identity construction transition primary lower-secondary |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2214474 |
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