Participation and performance: keys to confident learning in mathematics?

HARDY, T. (2007). Participation and performance: keys to confident learning in mathematics? Research in mathematics education, 9, 21-32.

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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
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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