Survey of Students’ Academic Achievement and Mathematics Identity-Formation

Olaoye Adetunji Abiola

Journal of Social Economics Research, 2014, vol. 1, issue 7, 141-155

Abstract: The study explored mathematics identity-formation and development, which concerned with how students come to orient themselves toward or away from engagement in mathematical activity due to a combination of perceptions of self as a high or low achiever in the learning of mathematics on one hand and perceptions of how others such as teachers, peers, parents and community see them in mathematical contexts. As a qualitative research study with an open-ended unstructured questions (r=0.69) and four research questions, an exploration of possible relationships that exist in mathematics achievements through the four faces of identity-formation of mathematics learning, namely engagement, imagination, alignment, and nature were considered. Findings through unstructured interview with the selected students reveal different variations of identity-formation, which serve as contributions to better articulate and conceptualizing the academic achievement of students in mathematics, which serves as an indispensable tool for Science and Technology.

Keywords: Engagement; Imagination; Alignment; Nature; Achievement; Identity-formation; Mathematics (search for similar items in EconPapers)
Date: 2014
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Persistent link: https://EconPapers.repec.org/RePEc:pkp:josere:v:1:y:2014:i:7:p:141-155:id:1302

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