Using I poems to illuminate the complexity of students’ mathematical identities

Jennifer Hall, Jo Towers, Lyndon C. Martin

    Research output: Contribution to journalArticleResearchpeer-review

    6 Citations (Scopus)

    Abstract

    In this article, we demonstrate how I poems, part of the Listening Guide method, can help researchers to better understand the multiple voices that might comprise a student’s mathematical identity. We provide an analysis of one student’s interview as an example of this method. We argue that the use of the Listening Guide method illuminates the complexity of students’ mathematical identities, especially their fluid, negotiated, and sometimes contested character. In the example shared here, we show how others’ discourses become part of a student’s developing mathematical identity, as well as highlight how the addition of drawings enhances the Listening Guide method.

    Original languageEnglish
    Pages (from-to)181-196
    Number of pages16
    JournalEducational Studies in Mathematics
    Volume99
    Issue number2
    DOIs
    Publication statusPublished - 1 Oct 2018

    Keywords

    • I poems
    • Listening guide
    • Mathematical identity

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