Repertoires of aspiration, narratives of identity, and cultural models of mathematics in practice
Julian Williams
Laura Black
Paul Hernandez-Martinez
Pauline Davis
Maria Pampaka
Geoff Wake
2134/8732
https://repository.lboro.ac.uk/articles/chapter/Repertoires_of_aspiration_narratives_of_identity_and_cultural_models_of_mathematics_in_practice/9372095
In this chapter we will draw on work from our project, Opening doors to
mathematically-demanding programmes in Higher Education and in particular on
four of the project’s recent papers (Black, Davis, Hernandez-Martinez, Pampaka,
Wake, & Williams, under review; Hernandez-Martinez, Black, Williams, Davis,
Pampaka, & Wake, 2008; Williams, 2007; Williams, Black, Hernandez-Martinez,
Davis, Hutcheson, Nicholson, & Wake, 2007) to demonstrate three distinct
methodological frameworks, based on ‘discursive psychology’, a narrative
approach to identity, and cultural-historical activity theory (CHAT) respectively.
The first two of these papers analysed interview data to gain insight into how
different students formulate different aspirations and identities in regard to
mathematics. The latter two increasingly draw on a broader set of case study data
that includes observations of classrooms and interviews of observed students and
their teachers, and indeed managers and principals in the colleges where the
learners were studying. (Continues...).
2011-08-18 10:55:30
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