No abstract

This paper presents the results of a systematic review of the empirical literature, reported in research journals, on Mathematics Learner Identity (MLI). In the mathematics education research field, arguments have been made that the conceptualisation of Mathematics Identity (MI) is inconsistent and this makes the literature as a whole incoherent. This study aims to summarize how the concept has been employed and to develop an integrative model for analysing concept-definitions and concept-operationalizations of MLI. An analysis of 69 papers revealed 3 main dimensions that characterized how identity is conceptually defined in any research literature (social/subjective, enacted/representational and change/stability) and 5 main categories that describe how the literature has implemented these dimensions operationally (identity as individual attributes; identity as narratives; identity as a relationship with specific practices; identity as ways of acting; and identities as afforded and constrained by local practices). An emphasis on representational aspects of identities, particularly during higher education, and enacted and practice-related identities during primary and secondary education research was found. The discussion shows how the field would be clarified if studies made their choices of conceptualisation clear in terms of these dimensions and categories, and if research as a whole becomes more aware of restrictions/limitations in identity research, particularly at different points of the educational trajectory of students.

A considerable number of mood induction (MI) procedures have been developed to elicit emotion in normal and clinical populations. Although external procedures (e.g., film clips, pictures) are widely used, a number of experiments elicit emotion by using self-generated procedures (e.g., recalling an emotional personal episode). However, no study has directly compared the effectiveness of two types of internal versus external MI across multiple discrete emotions. In the present experiment, 40 undergraduate students watched film clips (external procedure) and recalled personal events (internal procedure) inducing 4 basic emotions (fear, anger, joy, sadness) and later completed a self-report questionnaire. Remarkably, both internal and external procedures elicited target emotions selectively, compared with nontarget emotions. When contrasting the intensity of target emotions, both techniques showed no significant differences, with the exception of Joy, which was more intensely elicited by the internal procedure. Importantly, when considering the overall level of intensity, it was always greater in the internal procedure, for each stimulus. A more detailed investigation of the data suggest that recalling personal events (a type of internal procedure) generates more negative and mixed blends of emotions, which might account for the overall higher intensity of the internal mood induction.

Las secuencias triádicas (pregunta-respuesta-seguimiento) son una forma frecuente de interacción en las salas de clases de diversas partes del mundo. A partir de la codificación del discurso hablado, el presente estudio describe estas secuencias en 89 clases de matemáticas de segundo ciclo básico de escuelas públicas filmadas en Chile, elegidas al azar de 684 clases filmadas para una evaluación nacional. En base al análisis descriptivo de las frecuencias con la que los profesores utilizan distintos tipos de preguntas y seguimientos y a la asociación de estas con actividades de la clase y desempeño del profesor, se identificó un patrón de interacción relativamente compartido, caracterizado por preguntas cerradas, escasa participación de los estudiantes y seguimientos de bajo potencial metacognitivo. Se evidenció que, al ejecutar actividades de práctica de contenidos matemáticos, los profesores produjeron más preguntas de aplicación y que los profesores mejor evaluados produjeron mayor cantidad de preguntas abiertas y sobre experiencias personales. Los resultados sugieren que una potencial área de capacitación de profesores es el aumento del repertorio del discurso pedagógico.Palabras clave: discurso, enseñanza de matemáticas, video-encuesta, desempeño docente, evaluación docente Triadic sequences (initiation-response-follow up) are a frequent type of interaction in classrooms in many different countries. This study describes, using a spoken discourse codification system, these sequences in 89 Chilean public middle-school level mathematics lessons, chosen at random from 684 classes that were filmed for a national evaluation. Triadic sequences were related to teachers' performance scores and lesson activities. The study identified a relatively shared interactional pattern, whose main features were: closed ended questions, low frequency of student participation and low use of metacognitive teacher follow-ups. In addition, when teaching mathematic skills, teachers generated more questions involving application of content, in comparison to other type of questions. Teachers that received a higher performance assessment produced a higher number of open-ended questions as well as a higher number of questions about students' personal experiences. The results of this study suggest that increasing the repertoire of teacher discourse is a potential area for teachers' training.Keywords: discourse, teaching of mathematics, video-survey, teacher performance, teacher assessment Darinka Radovic Sendra, Centro de Medición MIDE UC, Escuela de Psicología, Pontificia Universidad Católica de Chile, Santiago, Chile.David Preiss Contreras, Escuela de Psicología, Pontificia Universidad Católica de Chile, Santiago, Chile. El estudio fue realizado por la primera autora para cumplir con los requerimientos del Magíster en Psicología Educacional de la Pontificia Universidad Católica de Chile. El proyecto FONDECYT N° 11060389 financió el trabajo de tesis de la primera autora. El trabajo del segundo autor contó, además, con el respaldo del Cent...

A common theme in accounts of choosing mathematics is that of persistence in the face of troubles or difficulties which are often associated with the structuring effects of gender, class, culture and ethnicity. Centring on an analysis of one woman's account of becoming a mathematician, we build on our understanding of multiple and developing identities with the aim of capturing the nature of individual challenge to structuring discourses, and its implications for choice and participation in mathematics more generally. Inspecting how she talks about events in past, present and future, we expand on Leont'ev's (1978, 1981) notion of leading activity to explore how we organise and prioritise activities (and their related identities) within the context of Holland et al.'s (1998) theory of identity in practice, hybridity and worldmaking. We interrogate the part played by contradiction in creating space for individual agency through its resolution in hybrid practices and its relation to social change, exploring how our informant narrates taking up mathematics 'against the odds' as part of an ongoing process of 're-writing' herself into new imagined worlds. In providing an insight into how one individual envisages and enacts a different mathematics culture in which she can have a place, our analysis suggests ways forward in creating new, more inclusive, mathematics education.