Društvena klasa i pol u jednačini matematičkog identiteta učenika
Ključne reči:
Matematički identitet, Društvena klasa, Pol, Kulturni kapital, Nejednakost
Sažetak
Smanjivanje jaza u postignućima iz matematike između društvenih klasa i polova ključno je, visok nivo matematičke kompetencije povećava mogućnost socijalne mobilnosti. Koristeći Burdijeov teorijski okvir i koncept matematičkog identiteta, ova studija istražuje procese koji ometaju ili podržavaju identifikaciju učenika iz porodica niskog socioekonomskog statusa s matematikom. Intervjuisano je šest učenika četvrtog i petog razreda kako bi se istražili i opisali njihovi matematički identiteti. Rezultati pokazuju da učenici porodica niskog socioekonomskog statusa nailaze na sistemske prepreke u školskom učenju matematike od samog početka, što dovodi do niskog samopouzdanja i negativne percepcije sebe. Ovi učenici prepoznaju društveni značaj matematike, ali se osećaju lično i akademski udaljeni od nje, što stvara tenzije u njihovom odnosu prema ovom predmetu. Ne usaglašavaju svoje ponašanje se institucionalnim zahtevima za uspeh u matematici, jer su usmereni na ispunjavanje kratkoročnih akademskih ciljeva. Dečaci imaju blagu prednost, jer se aspekti njihovog matematičkog identiteta mogu osloniti na njihovu rodnu ulogu, iako to nosi dodatne pritiske i odgovornost. Nasuprot tome, devojčice iz porodica niskog socioekonomskog statusa nemaju nikakvu osnovu na kojoj bi mogle da grade svoj matematički identitet. Poboljšanje matematičkog obrazovanja za učenike iz porodica niskog socioekonomskog statusa zahteva od nastavnika da prepoznaju i adresiraju sistemske barijere, uključujući implicitna pravila, pristrasnosti i suptilne poruke, uz stvaranje prilika da se svi učenici osete kompetentno i dožive matematiku smislenom. Međutim, prava jednakost zahteva sistemske promene, počevši od tvoraca kurikuluma i programa obrazovanja nastavnika, kako bi se uklonile tradicionalne prepreke i matematika redizajnirala kao inkluzivna i pristupačna oblast za sve.
Reference
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Conger, R. D., & Donnellan, M. B. (2007). An interactionist perspective on the socioeconomic context of human development. Annual Review of Psychology, 58, 175–199. https://doi.org/10.1146/annurev.psych.58.110405.085551
Davis, C. R., Grooms, J., Ortega, A., Rubalcaba, J. A. A., & Vargas, E. (2021). Distance learning and parental mental health during COVID-19. Educational Researcher, 50(1), 61–64. https://doi.org/10.3102/0013189X20978806
Davis-Kean, P. E. (2005). The influence of parent education and family income on child achievement: The indirect role of parental expectations and the home environment. Journal of Family Psychology, 19(2), 294–304. https://doi.org/10.1037/0893-3200.19.2.294
D'Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the learning of Mathematics, 5(1), 44-48. http://www.jstor.org/stable/40247876
DeFlorio, L., & Beliakoff, A. (2014). Socioeconomic status and preschoolers’ mathematical knowledge: The contribution of home activities and parent beliefs. Early Education and Development, 26(3), 319–341. https://doi.org/10.1080/10409289.2015.968239
Dinis, F., Baucal, A, Mata, L., & Peixoto F. (2019). Achievement emotions and motivation towards mathematics in primary and middle school students. The International Society for the Study of Behavioural Development (ISSBD) Conference 2019.
Di Battista, S. (2024). ‘She is failing; he is learning’: Gender‐differentiated attributions for girls' and boys' errors. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12665
Duncan, G. J., Magnuson, K., & Votruba-Drzal, E. (2014). Boosting family income to promote child development. The Future of Children, 24(1), 99–120. https://doi.org/10.1353/foc.2014.0008
Dweck, C. S. (2008). Mindsets and math/science achievement. Preuzeto sa: http://www.growthmindsetmaths.com/uploads/2/3/7/7/23776169/mindset_and_math_science_achievement_-_nov_2013.pdf
Eccles, J. (2009). Who am I and what am I going to do with my life? Personal and collective identities as motivators of action. Educational psychologist, 44(2), 78-89. https://doi.org/10.1080/00461520902832368
Fredricks, J. A., & Eccles, J. S. (2002). Children's competence and value beliefs from childhood through adolescence: growth trajectories in two male-sex-typed domains. Developmental psychology, 38(4), 519. https://doi.org/10.1037/0012-1649.38.4.519
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Gee, J. P. (2001). Identity as an analytic lens for educational research. Review of research in education, 25(1), 99-125. https://doi.org/10.3102/0091732X025001099
Gorski, P. C. (2012). Perceiving the Problem of Poverty and Schooling:Deconstructing the Class Stereotypes that Mis-Shape Education Practice andPolicy. Equity & Excellence in Education, 45(2), 302319. DOI: 10.1080/10665684.2012.666934
Grootenboer, P., & Zevenbergen, R. (2008). Identity as a lens to understand learning mathematics: Developing a model. Navigating currents and charting directions, 1, 243-250.
Gottfried, A. E., Marcoulides, G. A., Gottfried, A. W., & Oliver, P. H. (2009). A latent curve model of parental motivational practices and developmental decline in math and science academic intrinsic motivation. Journal of educational psychology, 101(3), 729. DOI: 10.1037/a0015084.
Gundogan, D. Ž., Malinić, D. M., & Radulović, M. B. (2020). Mogu li različiti načini rada u nastavi da utiču na povezanost društvenog položaja i postignuća učenika? 2. Teaching Innovations/Inovacije u Nastavi, 33(2). DOI: 10.5937/inovacije2002029G.
Gutiérrez, R., & Dixon-Román, E. (2011). Beyond gap gazing: How can thinking about education comprehensively help us (re)envision mathematics education? In B. Atweh, M. Graven, W. Secada, & P. Valero (Eds.), Mapping equity and quality in mathematics education (pp. 21–34). Springer. https://doi.org/10.1007/978-94-007-2813-4_3.
Gutiérrez, R. (2013). The sociopolitical turn in mathematics education. Journal for Research in Mathematics Education, 44(1), 37-68. DOI: 10.5951/jresematheduc.44.1.0037.
Jagannathan, R., Camasso, M. J., & Delacalle, M. (2018). The effectiveness of a head-heart-hands model for natural and environmental science learning in urban schools. Evaluation and Program Planning, 66, 53–62. https://doi.org/10.1016/j.evalprogplan.2017.10.008
Jorgensen, R., Gates, P., & Roper, V. (2014). Structural exclusion through school mathematics: Using Bourdieu to understand mathematics as a social practice. Educational Studies in Mathematics, 87, 221-239. DOI: 10.1007/s10649-013-9468-4
Jovanović, O. (2017). Siromaštvo u kontekstu: Ekološki pristup izučavanju siromaštva [The Poverty of Context: An Ecological Approach to Studying Poverty]. In: Petrović, N. (Ur.), Politička psihologija u savremenom svetu (pp. 177-195). Institut za psihologiju, Filozofski fakultet u Beogradu.
Kuhfeld, M., Ruzek, E., Johnson, A., Trasawa, B., & Lewis, K. (2020). Technical appendix for: Learning during COVID-19: Initial findings on students’ reading and math achievement and growth. NWEA. https://doi.org/10.3102/0013189X20978806
LeFevre, J. A., Skwarchuk, S. L., Smith-Chant, B. L., Fast, L., Kamawar, D., & Bisanz, J. (2009). Home numeracy experiences and children’s math performance in the early school years. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement, 41(2), 55. DOI: 10.1037/a0014532
Lareau, A. (2018). Unequal childhoods: Class, race, and family life. In D. B. Grusky (Ed.), Inequality in the 21st century (pp. 444–451). Routledge
Lerman, S. (2000). The social turn in mathematics education research. Multiple perspectives on mathematics teaching and learning, 19-44.
Lerman, S. (2020). Socioeconomic class and socioeconomic status in mathematics education. In S. Lerman (Ed.), Encyclopedia of Mathematics Education (pp. 785–790). Springer.
Magnuson, K. (2007). Maternal education and children’s academic achievement during middle childhood. Developmental Psychology, 43(6), 1497–1512. https://doi.org/10.1037/0012-1649.43.6.1497
Mendick, H. (2005). A beautiful myth? The gendering of being/doing ‘good at maths.’ Gender and Education, 17(2), 203–219. https://doi.org/10.1080/0954025042000301465
Mendick, H., Epstein, D., & Moreau, M. P. (2008). Mathematical images and identities: Entertainment, education, social justice. Research in Mathematics Education, 10(1), 101–102. https://doi.org/10.1080/14794800801916978
Mićić, K. & Baucal, A. (2022, March 31-April 3). Parental practices related to learning mathematics: Do parents differ? [Conference presentation abstract]. XXVIII scientific conference empirical studies in psychology. http://empirijskaistrazivanja.org/wp-content/uploads/2022/04/KNJIGA-REZIMEA-2022_FIN-sa-isbn_bez_linija-1.pdf.
Mićić, K., & Blažanin, B. (2024, March 22-24). Cultural Correlates Of Gender Gap Trends In Pisa Mathematics Performance Across Countries And Time. [Conference presentation abstract]. XXX scientific conference empirical studies in psychology. https://empirijskaistrazivanja.org/wp-content/uploads/2024/04/EIP2024_book_of_abstracts.pdf
Mićić, K. (2004). Sociokulturološka perspektiva razvoja matematičke kompetencije kod devojčica i dečaka: Matematički identitet učenika kao oslonac i kao prepreka. [Doktorska disertacija, Univerzitet u Beogradu].
Niss, M. (1994). Mathematics in society. In R. Biehler, R. Scholz, R. Straesser, & B. Winkelmann (Eds.), The didactics of mathematics as a scientific discipline (pp. 367–378). Kluwer Academic Publishers.
OECD. (2005b). PISA 2003 technical report. In PISA. Paris: OECD Publishing. https://doi.org/10.1787/9789264010543-en.
OECD. (2023). PISA 2022 results (Volume I): The state of learning and equity in education. OECD Publishing. https://doi.org/10.1787/5a3db202-en
Picker, S. H., & Berry, J. S. (2000). Investigating pupils' images of mathematicians. Educational Studies in Mathematics, 43, 65-94. https://doi.org/10.1023/A:1017523230758.
Radulović, M., Radulović, L., & Stančić, M. (2022). Can teacher support reduce inequalities in education? Re-examining the relationship between cultural capital and achievement. British Journal of Sociology of Education, 43(7), 1012–1031. https://doi.org/10.1080/01425692.2022.2092449.
Räty, H., Vänskä, J., Kasanen, K., & Kärkkäinen, R. (2002). Parents’ explanations of their child’s performance in mathematics and reading: A replication and extension of Yee and Eccles. Sex Roles, 46(3–4), 121–128. https://doi.org/10.1023/A:1016573627828
Reardon, S. F. (2018). The widening academic achievement gap between the rich and the poor. In Social stratification (pp. 536–550). Routledge. https://doi.org/10.4324/9780429499821-32
Saw, G., Chang, C. N., & Chan, H. Y. (2018). Cross-sectional and longitudinal disparities in STEM career aspirations at the intersection of gender, race/ethnicity, and socioeconomic status. Educational Researcher, 47(8), 525–531. https://doi.org/10.3102/0013189X18787818
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