ERIC Number: ED661093
Record Type: Non-Journal
Publication Date: 2024
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Scripted Identities of the Mathematics Learner: Blurring Fiction and Fact in the Presentation of Research Data
Lisa Darragh; Alice Smith
Mathematics Education Research Group of Australasia, Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (46th, Gold Coast, Australia, Jun 30-Jul 4, 2024)
Research on mathematics learner identity often relies on interview data and presents case studies of individuals. This method allows an in-depth understanding of the person and their relationship with mathematics, but fails to generate a larger picture of identity with more breadth. In this paper we propose a method that blurs the boundaries of fiction and fact by creating fictional characters and a playscript derived from questionnaire response data of senior secondary mathematics students. We argue that this method allows for a wide representation of learner identity without sacrificing the individual voice that may resonate for various stakeholders within mathematics education.
Descriptors: Mathematics Instruction, Student Characteristics, Self Concept, Fiction, Scripts, Secondary School Students, Student Attitudes, Mathematical Aptitude, Drama, Foreign Countries
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Mathematics Education Research Group of Australasia (MERGA)
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A
Author Affiliations: N/A