Recognising ‘good at mathematics’: using a performative lens for identity
Recognising ‘good at mathematics’: using a performative lens for identity
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认识到“擅长数学”：使用表演镜头来识别身份
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发表时间：
2015
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通讯作者：
Lisa Darragh
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作者：
Lisa Darragh
许多学生没有认识到自己在数学方面的积极学习者身份，因此将自己排除在进一步的数学教育之外，限制了他们的人生机会。在这项研究中，我使用了一种身份的表现隐喻，借鉴了G.H.米德、欧文·高夫曼和朱迪思·巴特勒对学生的访谈，这些访谈是在学生从小学过渡到中学的四个时间点进行的。我关注的问题是‘你如何识别一个“擅长数学”的人？’学生们的回答表明，扮演好数学角色时有多种剧本可供选择，包括获得高分、快速知道答案、帮助他人以及展示举手回答问题的信心。尽管有各种各样的方式来证明“数学很好”，但大多数学生并没有在自己的描述中认识到自己。这在一定程度上解释了为什么学生可能会选择不再继续学习数学，尽管他们在这门课上取得了很高的成绩。
Many students do not recognise in themselves positive learner identities in mathematics and thus exclude themselves from further mathematics education, limiting their life opportunities. In this study, I use a performance metaphor for identity, drawing on G.H. Mead, Erving Goffman and Judith Butler to analyse interviews with students, taken at four time points as they make the transition from primary to secondary school. The question I focus on is ‘How do you recognise someone who is “good at mathematics”?’ The students’ responses reveal that there is a wide variety of scripts available when enacting the role of ‘good at mathematics’, and these include getting high marks, knowing the answer quickly, helping others and demonstrating the confidence to put up their hand to answer questions. Despite the variety of ways in which to demonstrate ‘good at mathematics’, most of the students did not recognise themselves in their own descriptions. This goes some way towards explaining why students may opt out of further study in mathematics, despite high achievement in this subject.