Survey of Students’ Academic Achievement and Mathematics Identity-Formation

Authors

  • Olaoye Adetunji Abiola Department of Science & Technology Education, Faculty of Education, Lagos State University, Nigeria

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

Published

2014-07-15

How to Cite

Abiola, O. A. . (2014). Survey of Students’ Academic Achievement and Mathematics Identity-Formation. Journal of Social Economics Research, 1(7), 141–155. Retrieved from https://archive.conscientiabeam.com/index.php/35/article/view/1302

Issue

Section

Articles