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Identity as the Cornerstone of Quality and Equitable Mathematical Experiences

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Mapping Equity and Quality in Mathematics Education

Abstract

Patterns of systemic underachievement in mathematics are not easily explained by conventional liberal democratic mechanisms. I first look at this issue, drawing attention to a range of theoretical concerns that are couched within contemporary explanations of how students’ diverse sociopolitical realities impact on the types of mathematical identities and the level of mathematical proficiency offered them in the mathematics classroom. A proposal is offered that draws on the work of Lacan and focuses on the relationality of the teaching/learning encounter. No matter how this endeavour differs from proposals put forward by others, there is a consensus on the continuing political promise of the radical democratic project.

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Author information

Authors and Affiliations

  1. College of Education, Massey University, Centennial Drive, Palmerston North, New Zealand

    Margaret Walshaw

Authors
  1. Margaret Walshaw
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Correspondence to Margaret Walshaw .

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Editors and Affiliations

  1. Curtin University of Technology, Perth, West Australia, Australia

    Bill Atweh

  2. University of the Witwatersrand, Witwatersrand, 2050, South Africa

    Mellony Graven

  3. College of Arts and Science, University, Miami, 45056, USA

    Walter Secada

  4. Dept. Education, Learning &, Philosophy, Aalborg University, Fibigerstraede 10, Aalborg, 9220, Denmark

    Paola Valero

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Walshaw, M. (2010). Identity as the Cornerstone of Quality and Equitable Mathematical Experiences. In: Atweh, B., Graven, M., Secada, W., Valero, P. (eds) Mapping Equity and Quality in Mathematics Education. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-9803-0_7

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