id: 05881996
dt: a
an: 2011e.00112
au: Smith, Cathy
ti: ‘Sometimes I think wow I’m doing further mathematics\dots ’:
Balancing tensions between aspiring and belonging.
so: Atweh, Bill (ed.) et al., Mapping equity and quality in mathematics
education. Dordrecht: Springer (ISBN 978-90-481-9802-3/hbk;
978-90-481-9803-0/ebook). 285-298 (2011).
py: 2011
pu: Dordrecht: Springer
la: EN
cc: B10 D20 A40
ut: advanced mathematics; discursive practices; identity; interviews;
neoliberalism; participation; educational policy; equal opportunities;
educational research; questioning; sociocultural aspects; choices; FM
Network; advanced level courses; poststructuralist perspective
ci:
li: doi:10.1007/978-90-481-9803-0_20
ab: Summary: 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.
rv: