身份、权力与尊严：吉塞拉在高中数学课堂上的立场分析

IF 3.5 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal for Research in Mathematics Education Pub Date : 2024-05-01 DOI:10.5951/jresematheduc-2022-0027

Emma C. Gargroetzi

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引用次数: 0

摘要

多重少数群体的学习者面临着种族化、性别化和能力主义的数学能力等级制度，这种制度决定了学校和课堂的组织形式，并对数学学习者和实践者的身份以及人的基本尊严构成了极大的挑战。课堂和日常互动可以延续或中断这些状况。本文对数学学习中身份、权力和尊严之间的关系问题进行了探讨，对 10 年级拉丁裔残疾学生吉塞拉（Gisela）进行了定位互动分析，分析了她在一学年中对数学思考者、学习者和社区成员身份的接受、挑战和重新谈判。

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Identity, Power, and Dignity: A Positional Analysis of Gisela in Her High School Mathematics Classroom

Multiply minoritized learners face racialized, gendered, and ableist hierarchies of mathematical ability that shape the organization of schools and classrooms and can significantly challenge access to identities as mathematical learners and practitioners as well as to fundamental human dignity. Classrooms and everyday interactions can perpetuate or interrupt these conditions. Contributing to questions about the relationships among identity, power, and dignity in mathematics learning, this article presents a positional interaction analysis of Gisela, a Disabled 10th-grade Latina student, as she took up, challenged, and renegotiated identities of mathematical thinker, learner, and community member over the course of one school year.

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来源期刊

Journal for Research in Mathematics Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

17.90%

发文量

期刊介绍： An official journal of the National Council of Teachers of Mathematics (NCTM), JRME is the premier research journal in mathematics education and is devoted to the interests of teachers and researchers at all levels--preschool through college. JRME is a forum for disciplined inquiry into the teaching and learning of mathematics. The editors encourage submissions including: -Research reports, addressing important research questions and issues in mathematics education, -Brief reports of research, -Research commentaries on issues pertaining to mathematics education research, and -Book reviews.