'She's Always Been the Smart One. I've Always Been the Dumb One': Identities in the Mathematics Classroom

National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: [email protected]; Web site: http://www.nctm.org/publications/

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41

Discourse Analysis; Identification (Psychology); Mathematics Instruction; Interaction; Grade 7; Educational Technology; Computer Uses in Education; Peer Influence; Interpersonal Communication; Academic Persistence; Classroom Environment; Context Effect; Middle School Students

0021-8251

The moment-to-moment dynamics of student discourse plays a large role in students' enacted mathematics identities. Discourse analysis was used to describe meaningful discursive patterns in the interactions of 2 students in a 7th-grade, technology-based, curricular unit (SimCalc MathWorlds[R]) and to show how mathematics identities are enacted at the microlevel. Data indicated that students' peer-to-peer discourse patterns explained the enactment of differing mathematics identities within the same local context. The ways that people talk and interact are powerful influences on who they are, and can become, with respect to mathematics. (Contains 2 footnotes, 8 tables, and 2 figures.)

As Provided

82

2012

EJ978872