To become or not becom a “math-person”. Mathematics shaping students’ subjectivites.

Author(s):

Ann-Christin KjellmanInge Johansson

Conference:

ECER 2009

Network:

24. Mathematics Education Research

Format:

Paper

Session Information

24 SES 01, Student Subjectivities in Mathematics

Paper Session

Time:

2009-09-28

09:15-10:45

Room:

NIG, HS III

Chair:

Ariane Sarah Willems

Contribution

Subject Overview The initial basis for this project is the fact that deficient knowledge in Math is often described as a hindrance to social and economic growth and development (Ds 2004:36). Different international studies have shown that Swedish students' performance in Math is under or around the international average (SOU 2004:97). Interest in Math among Swedish 15-year-olds is lower than the international average (The Swedish National Agency for Education, 2001:209). Secondly, this project builds on results of earlier research into the interrelation of Math and gender. This research claims that despite generally small grade differences in Math between boys and girls (Swedish Ministry of Education and Research, 2004), the interest and desire to continue to study Math develops differently for boys and girls (Walkerdine, 1989, Grönmo 2004). Psychosocial factors play a large roll (Grönmo, 2004, s. 224 after Steinkam et. Al. 1985), as do attitudes toward the subject of Math (Reuterberg & Svensson, 2000), and the age of the girls (Shapka & Keating, 2003; Grönmo, 2004). Even if the girls' results are as good as the boys', they often have, with an increase in age, significantly less self-reliance and self-confidence in relation to their Mathematical ability. Studies seem to show that these differences can, to a large degree, be understood in relation to the quality of the schools' teaching practices, the teachers' knowledge, and an understanding and sensitivity for how gender power structures function in relation to Math (Walkderdine, 1989). Purpose: The purpose is to conduct a qualitative and comparative study of Math/Science schools, in contrast to “normal” middle schools, which examines Math teaching practices and content that effects young people’s constructions of identity and gender. Questions: • Are there differences in the concrete conditions for girls’ contra boys’ identity and gender constructions as “Math individuals” in Math-specific classes versus other classes? • How are teachers’ assumptions and attitudes about Math, gender and social position or class related their teaching practices? Theoretically this project works both within the ecological and the cultural- analytical domain (Bronfenbrenner, 1979; Berg 2003). The study’s key ideas are school culture and school environment. A school’s culture and environment largely influence its way of working and its microsystem can be understood in the form of established value foundations that together constitute the school as an institution. Even the school’s environment constitutes this type of value foundation that forms over time within the microsystem (Grosin 2004)

Method

Methodologically this project utilizes Mixed Method research in which both quantitative and qualitative approaches are used to compare and contrast the different types of data and, therefore, intensify the analysis (Johansson, Burke and Onwuegbuxie, 2004). The study is carried out partly as a longitudinal statistical examination over two years in a total of 12 classes in which there are 250 students and 12 Math teachers; and partly by following these classes and teachers through grades 8 to 9. Six classes are focuses on Math and Science, and six classes are focused on “regular” subjects. The study will use instruments developed earlier in an evaluation of profile classes for Math and science, which has recently been completed in Stockholm (Kjellman 2006). The project’s method statistical expertise has influenced the selection of test classes and final design.

Expected Outcomes

The results indicate that the maths- classes have more structure and less moments of disruption compared to regular classes. The gender of the teachers does not seem to have any impact on how students relate to Math and there own identity as “Math individuals”, however, female teachers is regarded to give more support compared to male teachers. Many students identified themselves as competitive in relation to doing mathematics, but the “fun” of Math is for the students often equivalent to understand Math. Only a few students “love Math” and identifies themselves/ and is identified by there comrades as a “Math person”. Teachers often say that can often identify a ” Math person” quite instantly by the way the students answers and asks questions. Math is “hard Work” but some students are more brilliant and the genius of Math is often compared with the genius of music by the teachers.

References

Berg, Gunnar. 2003. Att förstå skolan. Studentlitteratur: Lund Brandell, Gerd & Nyström, Peter & Staberg, Else-Marie 2002. Matematik i Grundskolan – könsneutralt ämne eller inte? En analys av åsikterna i år 9. Matematikcentrum, Lunds universitet Bronfenbrenner, Urie 1979. The ecology of human development. Experiments by nature and design. Cambridge, Mass.: Harvard University Press Butler, Judit 1990. Gender trouble. Feminism and the subversion of identity. NY/London: Routledge. Davies, Bronwyn 2000. Body of writing. Walnut Creek CA: AltaMira Press Ds 2004:36. Innovativa Sverige. En Strategi för tillväxt genom förnyelse. Näringsdepartementet, Utbildningsdepartementet, Regeringskansliet Derridas, Jacques 1976. Of Grammatology. Baltimor and London.: The John Hopkins University Press. Frosh, S & Phoenix, A & Pattman, R 2002. Young Masculinities. London: Palgrave. Grosin, Lennart 2004: Skolklimat, prestation ch anpassning i 21 mellan- och 20 högstadieskolor. Pedagogiska institutionen: Stockholms universitet. Lenz Taguchi, Hillevi 2000. Emancipation och motstånd. Stockholm: HLS förlag Lenz Taguchi, Hillevi 2005. How “getting personal” in ECE-teacher education? To trouble students and teacher-educators identities? In Contemporary Issues in Early Childhood Education. Published in the first issue of 2005. Reuterberg, S-E & Svensson, A. 2000. Köns- och socialgruppsskillnader i matematik- orsaker och konsekvenser. Göteborgs Universitet, Institutionen för pedagogik och didaktik. Nr 2000:20 Shapka, D & Keating, P. 2003. Effects of a Girl – Only curriculum During Adolescence: Performance, Persistence, and –engagement in Mathematics and Science. American Educational Research journal. Volume 40, Number 4- Winter 2003. Skolverket.2001:209. Svenska femtonåringars läsförmåga och kunnande i matematik och naturvetenskap i ett internationellt perspektiv. Skolverkets rapport nr 209. Stockholm Skolverket Skolverket 2004:97. "Att lyfta matematiken". Matematikdelegationens rapport. Stockholm: Liber AB. Grönmo, Liv Sissel 2004. Are Girls and Boys to Be Taught Differently? Ur International Perspecives on Learning and Teaching Mathematics. Clark B & Clark, D-M & Emanuelsson, G & Johansson, B & Lambdini, D-V & Lester, F-K & Wallby, A& Wallby K (Ed). Göteborgs Universitet. Jakobsson, Ann-Katrin 2000. Motivation och inlärning ur ett genusperspektiv. En studie av gymnasieelever på teoretiska linjer/program. Acta Universitatis Gothoburgensis Johansson, R.Burke & Onwuegbuzie, Anthony J. 2004. Mixed Methods Research: A Research Paradigm Whose Time Has Come. Educational Researcher, Vol.33, No 7,pp.14-26, October 2004. American Educational Research Association Kjellman, Ann-Christin 2006. Stockholms satsning på profilklasser i MA/NO. Slutrapport 2006. Individ, omvärld och lärande/Forskning nr 35. Institutionen för individ, omvärld och lärande, Lärarhögskolan i Stockholm (2006) Utbildningsdepartementet. 2004. Könsskillnader i utbildningsresultat. Fakta, mönster och perspektiv. Utbildningsdepartementets skriftserie rapport 7 . 2004 Walkerdine, Valerie 1998. Counting girls out. Girls and mathematics. London: Falmer

Author Information

Ann-Christin Kjellman

Stockholm University

Dept of Child and Youth Studies

Stockholm

186

Inge Johansson

Stockholm university

DOPA

Solna

186

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