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.Abstract
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.
Item Type: | Article |
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Research Institute, Centre or Group - Does NOT include content added after October 2018: | Sheffield Institute of Education |
Identification Number: | https://doi.org/10.1080/14794800008520168 |
Page Range: | 21-32 |
Depositing User: | Ann Betterton |
Date Deposited: | 23 Jan 2009 |
Last Modified: | 18 Mar 2021 23:30 |
URI: | https://shura.shu.ac.uk/id/eprint/192 |
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