Smith, C; (2011) 'Sometimes i think wow i'm doing further mathematics...': Balancing tensions between aspiring and belonging. In: Mapping Equity and Quality in Mathematics Education. (pp. 285-298).

PDF (Smith2011Sometimes(Chapter).pdf) Smith2011Sometimes(Chapter).pdf - Other Access restricted to UCL open access staff Download (100kB)

Abstract

What can the particular context of 'further mathematics' tell us about conceptions of quality and equity in mathematics education and their changing interactions over time? Further mathematics A-level is a traditional gate-keeper qualification in the United Kingdom, but many state schools lack the resources to teach it. A national project to widen participation has promoted further mathematics and allowed students to opt in to out-of-school classes. In this chapter, I argue that choosing further mathematics links quality and equity to understandings of the self as individual project and narrative. I show how the promotional texts of further mathematics use metaphors to sustain and address tensions between quality and equity. Drawing on interviews with one student, I identify how these representations of further mathematics intersect with liberal 'practices of the self'. I argue that quality as depth is a powerful construction that inevitably disables students from understanding themselves as belonging within further mathematics. © Springer Science+Business Media B.V. 2011.

Download activity - last month

Export as JSONXMLCSV

Download activity - last 12 months

Export as JSONXMLCSV

Downloads by country - last 12 months

Export as JSONCSVXML

Archive Staff Only

View Item