| dc.creator | Martínez-Sierra,Gustavo | |
| dc.creator | Cervantes-Barraza,Jonathan | |
| dc.creator | Jiménez-Sandoval,Lorena | |
| dc.date | 2021-06-01 | |
| dc.date.accessioned | 2023-09-25T14:20:56Z | |
| dc.date.available | 2023-09-25T14:20:56Z | |
| dc.identifier | http://www.scielo.sa.cr/scielo.php?script=sci_arttext&pid=S2215-34702021000100245 | |
| dc.identifier.uri | https://repositorioslatinoamericanos.uchile.cl/handle/2250/8818070 | |
| dc.description | Abstract 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. | |
| dc.format | text/html | |
| dc.language | en | |
| dc.publisher | Universidad Nacional, Costa Rica | |
| dc.relation | 10.15359/ru.35-1.15 | |
| dc.rights | info:eu-repo/semantics/openAccess | |
| dc.source | Uniciencia v.35 n.1 2021 | |
| dc.subject | Students choosing a math degree | |
| dc.subject | students’ motivations | |
| dc.subject | narrative inquiry, narrative identity | |
| dc.subject | self-efficacy beliefs | |
| dc.title | Experiences of Mexican teenage students when choosing a math degree: A mathematical narrative identity study | |
| dc.type | info:eu-repo/semantics/article | |
