Calculus variations as figured worlds for math identity development
Résumé
Calculus is often an essential milestone during a students’ time at university and can be especially impactful for students wishing to pursue a math or science field. Given its relative importance, the ways in which calculus courses are delivered can have a lasting impact on a student’s trajectory and relationship with mathematics. In this study we document the ways in which three calculus course variations at the same university operate to promote different mathematics identities for students. Drawing on the framework of figured worlds (Holland et al., 1998), we showcase the ways in which these course variations act as if they are different calculus worlds that constitute socially organized and produced realms of being. We highlight the ways in which these figured worlds position or fail to position students with the opportunity to refigure themselves and others.
Origine | Fichiers produits par l'(les) auteur(s) |
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