Exploring math-identities of successful young women in post-compulsory mathematics

Research output: Contribution to conference › Paper › Research › peer-review

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Exploring math-identities of successful young women in post-compulsory mathematics. / Gertz, Emilie.

2023. Paper presented at 12th International Conference of Mathematics Education and Society, Sao Paulo.

Research output: Contribution to conference › Paper › Research › peer-review

Harvard

Gertz, E 2023, 'Exploring math-identities of successful young women in post-compulsory mathematics', Paper presented at 12th International Conference of Mathematics Education and Society, Sao Paulo, 28/07/2023 - 02/08/2023.

APA

Gertz, E. (2023). Exploring math-identities of successful young women in post-compulsory mathematics. Paper presented at 12th International Conference of Mathematics Education and Society, Sao Paulo.

Vancouver

Gertz E. Exploring math-identities of successful young women in post-compulsory mathematics. 2023. Paper presented at 12th International Conference of Mathematics Education and Society, Sao Paulo.

Author

Gertz, Emilie. / Exploring math-identities of successful young women in post-compulsory mathematics. Paper presented at 12th International Conference of Mathematics Education and Society, Sao Paulo.12 p.

Bibtex

@conference{a99f44368a7c43e3bd5cc7d65133fb7b,
title = "Exploring math-identities of successful young women in post-compulsory mathematics",
abstract = "This paper aims to explore the math-identities among 33 young women in their meeting with post-compulsory upper secondary school mathematics. They have all chosen to advance mathematics to A-level, separating them from many other female students around the world. Through an identity framework consisting of four interrelated and overlapping dimensions (competence, performance, interest, and recognition) narrative interviews were conducted and analyzed to explore the interplay between the young women and the disciplinary educational context. Findings show an idealization of a narrow route to identify with mathematics for the selected ones who can produce correct answers. However, variation in the route to success relates to how they see themselves as either hard working or possessing special abilities for mathematics. The identification of these differences offers a broader understanding of successful young women{\textquoteright}s identification with mathematics",
author = "Emilie Gertz",
year = "2023",
language = "English",
note = "null ; Conference date: 28-07-2023 Through 02-08-2023",
url = "https://mes12brazil.unifesp.br/home ",

}

RIS

TY - CONF

T1 - Exploring math-identities of successful young women in post-compulsory mathematics

AU - Gertz, Emilie

PY - 2023

Y1 - 2023

N2 - This paper aims to explore the math-identities among 33 young women in their meeting with post-compulsory upper secondary school mathematics. They have all chosen to advance mathematics to A-level, separating them from many other female students around the world. Through an identity framework consisting of four interrelated and overlapping dimensions (competence, performance, interest, and recognition) narrative interviews were conducted and analyzed to explore the interplay between the young women and the disciplinary educational context. Findings show an idealization of a narrow route to identify with mathematics for the selected ones who can produce correct answers. However, variation in the route to success relates to how they see themselves as either hard working or possessing special abilities for mathematics. The identification of these differences offers a broader understanding of successful young women’s identification with mathematics

AB - This paper aims to explore the math-identities among 33 young women in their meeting with post-compulsory upper secondary school mathematics. They have all chosen to advance mathematics to A-level, separating them from many other female students around the world. Through an identity framework consisting of four interrelated and overlapping dimensions (competence, performance, interest, and recognition) narrative interviews were conducted and analyzed to explore the interplay between the young women and the disciplinary educational context. Findings show an idealization of a narrow route to identify with mathematics for the selected ones who can produce correct answers. However, variation in the route to success relates to how they see themselves as either hard working or possessing special abilities for mathematics. The identification of these differences offers a broader understanding of successful young women’s identification with mathematics

M3 - Paper

Y2 - 28 July 2023 through 2 August 2023

ER -

ID: 366831307