Instrumental mediations and students’ identities

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Standard

Instrumental mediations and students’ identities. / Møllegaard Iversen, Steffen; Misfeldt, Morten; Thomas Jankvist, Uffe.

I: Recherches en Didactique des Mathematiques, Bind 38, Nr. 2, 2018, s. 133-155.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Harvard

Møllegaard Iversen, S, Misfeldt, M & Thomas Jankvist, U 2018, 'Instrumental mediations and students’ identities', Recherches en Didactique des Mathematiques, bind 38, nr. 2, s. 133-155.

APA

Møllegaard Iversen, S., Misfeldt, M., & Thomas Jankvist, U. (2018). Instrumental mediations and students’ identities. Recherches en Didactique des Mathematiques, 38(2), 133-155.

Vancouver

Møllegaard Iversen S, Misfeldt M, Thomas Jankvist U. Instrumental mediations and students’ identities. Recherches en Didactique des Mathematiques. 2018;38(2):133-155.

Author

Møllegaard Iversen, Steffen ; Misfeldt, Morten ; Thomas Jankvist, Uffe. / Instrumental mediations and students’ identities. I: Recherches en Didactique des Mathematiques. 2018 ; Bind 38, Nr. 2. s. 133-155.

Bibtex

@article{020c398963224d5788af24c08fd961f9,
title = "Instrumental mediations and students{\textquoteright} identities",
abstract = "This theoretical article considers the relation between the use of digital tools in the teaching and learning of mathematics and the development of students{\textquoteright} identities as mathematical writers, within their upper secondary school education. The theoretical outset is the instrumental approach in mathematics education, which studies how students appropriate digital artifacts as tools. We argue that the focus on epistemic and pragmatic mediations, which has long been prevalent within this approach, can benefit from being augmented with a focus on the students{\textquoteright} identity work. The interest for students{\textquoteright} identity work in relation to their use of digital tools in mathematics grew out of a longitudinal ethnographic case study of Danish upper secondary students in the subject of mathematics. Using data excerpts from this study we provide empirical examples of an identity perspective on the use of digital tools in mathematics education and discuss possible ways to incorporate “identity” and ”identity work” in the instrumental approach.",
keywords = "student identity, instrumental approach, technology, case study",
author = "{M{\o}llegaard Iversen}, Steffen and Morten Misfeldt and {Thomas Jankvist}, Uffe",
year = "2018",
language = "English",
volume = "38",
pages = "133--155",
journal = "Recherches en Didactique des Mathematiques",
issn = "0246-9367",
publisher = "Editions LaPensee Sauvage",
number = "2",

}

RIS

TY - JOUR

T1 - Instrumental mediations and students’ identities

AU - Møllegaard Iversen, Steffen

AU - Misfeldt, Morten

AU - Thomas Jankvist, Uffe

PY - 2018

Y1 - 2018

N2 - This theoretical article considers the relation between the use of digital tools in the teaching and learning of mathematics and the development of students’ identities as mathematical writers, within their upper secondary school education. The theoretical outset is the instrumental approach in mathematics education, which studies how students appropriate digital artifacts as tools. We argue that the focus on epistemic and pragmatic mediations, which has long been prevalent within this approach, can benefit from being augmented with a focus on the students’ identity work. The interest for students’ identity work in relation to their use of digital tools in mathematics grew out of a longitudinal ethnographic case study of Danish upper secondary students in the subject of mathematics. Using data excerpts from this study we provide empirical examples of an identity perspective on the use of digital tools in mathematics education and discuss possible ways to incorporate “identity” and ”identity work” in the instrumental approach.

AB - This theoretical article considers the relation between the use of digital tools in the teaching and learning of mathematics and the development of students’ identities as mathematical writers, within their upper secondary school education. The theoretical outset is the instrumental approach in mathematics education, which studies how students appropriate digital artifacts as tools. We argue that the focus on epistemic and pragmatic mediations, which has long been prevalent within this approach, can benefit from being augmented with a focus on the students’ identity work. The interest for students’ identity work in relation to their use of digital tools in mathematics grew out of a longitudinal ethnographic case study of Danish upper secondary students in the subject of mathematics. Using data excerpts from this study we provide empirical examples of an identity perspective on the use of digital tools in mathematics education and discuss possible ways to incorporate “identity” and ”identity work” in the instrumental approach.

KW - student identity

KW - instrumental approach

KW - technology

KW - case study

M3 - Journal article

VL - 38

SP - 133

EP - 155

JO - Recherches en Didactique des Mathematiques

JF - Recherches en Didactique des Mathematiques

SN - 0246-9367

IS - 2

ER -

ID: 231905953