Book review: Mathematical relationships in education: identities and participation, edited by Laura Black, Heather Mendick, & Yvette Solomon (2009).
- 179 Downloads
In 2004, I attended a session at the annual meeting of the American Educational Research Association (AERA) entitled “Identity as an analytic lens for research in mathematics education”. The session discussant, Courtney Cazden, remarked that if identity was an analytic lens, it had severe cataracts. I approached this book looking for whether the cataracts have been removed in the intervening years. This book comes out of a seminar series in the UK in 2006 and 2007, and so reflects a different historical and social context from the AERA session. However, it certainly has taken the work forward substantially. The book locates the notion of identity within three theoretical frameworks: psychoanalytic, sociocultural, and discursive, which work together to develop the notion, with the psychoanalytic framework in particular taking us beyond some of the more well-known texts on identity (e.g. Gee, 2001; Wenger, 1998). While these three theoretical perspectives have different ways of...
- Boaler, J., & Staples, M. (2008). Creating mathematical futures through an equitable teaching approach: The case of Railside school. Teachers College Record, 110(3), 608–645.Google Scholar
- Brodie, K., Shahan, E., & Boaler, J. (2004). Teaching mathematics and social justice: Multidimensionality and responsibility. Paper presented at the International Congress of Mathematics Education (ICME10), Copenhagen, Denmark.Google Scholar
- Frankenstein, M. (1989). Relearning mathematics: A different third R - Radical Maths. London: Free Association Books.Google Scholar
- Gee, J. (2001). Identity as an analytic lens for research in education. In W. Secada (Ed.), Review of research in education (Vol. 25, pp. 99–125). Washington, DC: American Educational Research Association.Google Scholar
- Gutstein, E. (2008). Reinventing Freire: Mathematics education for social transformation. In J. P. Matos, P. Valero, & K. Yasukawa (Eds.), Proceedings of the fifth international mathematics education conference (MES5). Lisbon: Centre de Investigacao em Educacao, Universidade de Lisboa and Department of Education, Learning and Philosophy, Aalborg University.Google Scholar
- Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.Google Scholar