HARDY, T. (2007). Participation and performance: keys to confident learning in mathematics? Research in mathematics education, 9, 21-32.Full text not available from this repository.
In this paper I explore what it means to be confident in learning mathematics, and give an account of how the attribution of confidence plays a part in the identifications that underpin learners' relationships to mathematics learning. Through an illustrative analysis of pedagogic practices and extracts from interviews with pre-service student teachers I discuss the interplay between relationships, identifications and competences that permeate this site for learning mathematics. The model offered by 'subjectivity' is introduced to give a productive analytical frame for the process by which learners identify themselves with mathematics. I illustrate how the constructs of 'confidence' and 'competence' are habitually conflated and examine how this conflation can sustain the attribution of confidence, and so attainment, from performative information alone. I also discuss how a willingness and an ability to participate in classroom interactions in key ways can lead to a student being seen as a confident and successful learner and how this process can also contribute to restricted understandings of learners' experiences.
|Research Institute, Centre or Group:||Sheffield Institute of Education|
|Depositing User:||Ann Betterton|
|Date Deposited:||23 Jan 2009|
|Last Modified:||17 Apr 2015 10:53|
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