Recognising gender in mathematics identity performances— playing the fool?
Tipo de documento
Autores
Lista de autores
Darragh, Lisa.
Resumen
This paper uses the metaphor of a theatrical performance to understand, analyse and present students’ mathematical identities in the context of secondary school in New Zealand. Three vignettes are presented: a scene description, a short play, and a monologue. Each vignette is analysed in terms of gender; looking at the positioning of girls within their mathematics learning experiences. In the second part of the paper this gender recognition is problematized. A notion of the researcher positioned as audience is employed to question the unintended effects of recognising gender in identity performances.
Fecha
2015
Tipo de fecha
Estado publicación
Términos clave
Comprensión | Género | Otra (teorías) | Reflexión sobre la enseñanza
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Usuario
Título libro actas
Proceedings of the eighth international mathematics education and society conference (volumen 2)
Editores (actas)
Lista de editores (actas)
Greer, Brian y Mukhopadhyay, Swapna
Editorial (actas)
Lugar (actas)
Rango páginas (actas)
441 - 454
Referencias
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