dc.creatorRadovic, Darinka
dc.creatorBlack, Laura
dc.creatorSalas, Christian E.
dc.creatorWilliams, Julian
dc.date.accessioned2018-04-19T13:09:24Z
dc.date.accessioned2019-04-26T01:30:18Z
dc.date.available2018-04-19T13:09:24Z
dc.date.available2019-04-26T01:30:18Z
dc.date.created2018-04-19T13:09:24Z
dc.date.issued2017
dc.identifierJournal for Research in Mathematics Education 2017, Vol. 48, No. 4, 434–464
dc.identifier1945-2306
dc.identifierhttp://repositorio.uchile.cl/handle/2250/147314
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/2451357
dc.description.abstractThe construction of positive mathematical identities (MIs) is a complex and central issue in school mathematics, where girls are usually "counted out" of the field. This study explores positive MIs (high achiever and positive relationship with mathematics) of 3 girls. We employed a nested model of identity based on a case study approach (i.e., female mathematics students nested within a cluster of students nested within a mathematics classroom). The results highlight diversity in how these girls experienced mathematics: They valued different forms of doing mathematics (independent and collaborative; wider and complex; and straightforward, procedure-oriented mathematics), showed different forms of engagement (detachment, protagonist and challenging, and compliant and support-seeker), and narrated different MIs (efficient, different, and responsible). The study also explores and discusses the roles of mathematical practice and belonging to different peer clusters in these different forms of identification.
dc.languageen
dc.publisherNatl Council Teachers Mathematics-NCTM
dc.rightshttp://creativecommons.org/licenses/by-nc-nd/3.0/cl/
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 Chile
dc.sourceJournal for Research in Mathematics Education
dc.subjectClassroom interactions
dc.subjectGender
dc.subjectMathematical identities
dc.subjectNarratives
dc.subjectPeer relationships
dc.subjectPositive identities
dc.titleBeing a girl mathematician: diversity of positive mathematical identities in a secondary classroom
dc.typeArtículos de revistas


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