Developing a 'leading identity': the relationship between students' mathematical identities and their career and higher education aspirations
Developing a 'leading identity': the relationship between students' mathematical identities and their career and higher education aspirations
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DOI：
10.1007/s10649-009-9217-x
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发表时间：
2010-01-01
影响因子：
3.2
通讯作者：
Wake, Geoff
中科院分区：
文献类型：
--
作者：
Black, Laura;Williams, Julian;Wake, Geoff
身份的建构已被广泛用于数学教育中，以了解学生（和教师）如何与该主题相关和参与（Kaasila，2007; Sfard & Prusak，2005; Boaler，2002）。借鉴文化历史活动理论（CHAT），本文采用列昂捷夫的主导活动的概念，以探讨关键的“重要”的活动，牵连在发展中的学生的反思性认识自我，以及如何这可能会提供不同的关系与数学。根据Leont'ev（1981）的观点，领导活动是指那些通过出现新的参与动机而对个人心理发展具有重要意义的活动。我们认为，伴随着新的参与动机而来的是对自我的新理解--一种主导身份--它反映了我们动机的层次结构。叙述分析的访谈与两名学生（年龄16-17岁）在义务教育后，玛丽和李，提出。玛丽持有一个稳定的“职业”领先的身份在她的叙述，因此，她的动机学习数学的定义是由其“使用价值”在追求这一职业。与此相反，李发展了一种领导身份，专注于学习和成为大学生的活动。因此，他的学习动机是根据他希望获得的资格的交换价值来确定的。我们认为，这种经验基础的领导活动和领导身份提供了新的见解，学生的身份发展。
The construct of identity has been used widely in mathematics education in order to understand how students (and teachers) relate to and engage with the subject (Kaasila, 2007; Sfard & Prusak, 2005; Boaler, 2002). Drawing on cultural historical activity theory (CHAT), this paper adopts Leont'ev's notion of leading activity in order to explore the key 'significant' activities that are implicated in the development of students' reflexive understanding of self and how this may offer differing relations with mathematics. According to Leont'ev (1981), leading activities are those which are significant to the development of the individual's psyche through the emergence of new motives for engagement. We suggest that alongside new motives for engagement comes a new understanding of self-a leading identity-which reflects a hierarchy of our motives. Narrative analysis of interviews with two students (aged 16-17 years old) in post-compulsory education, Mary and Lee, are presented. Mary holds a stable 'vocational' leading identity throughout her narrative and, thus, her motive for studying mathematics is defined by its 'use value' in terms of pursuing this vocation. In contrast, Lee develops a leading identity which is focused on the activity of studying and becoming a university student. As such, his motive for study is framed in terms of the exchange value of the qualifications he hopes to obtain. We argue that this empirical grounding of leading activity and leading identity offers new insights into students' identity development.