Conceptualising subjective relevance of mathematics education
Résumé
In this essay, we understand subjective relevance of mathematics education as the relevance that learners attribute to their engagement in institutionalised mathematics education. After presenting reasons for studying this concept, we ask how to conceptualise it. We propose to test possible theories, all of which have already been used in publications in the field, against a list of features of subjective relevance. Here, we discuss the suitability of the concepts of beliefs, motives, and utility value. We conclude that these concepts may be promising to capture some cognitive aspects of subjective relevance but fail to explain the developmental nature of subjective relevance. Also, these concepts struggle with explaining the social entanglements of subjective relevance and do not facilitate reflection on the role of subjective relevance for mathematics education as a social institution.
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