Mathematics Learner Identity Development Through a Science Programme: A longitudinal study of primary aged children in New Zealand

Abstract

This study examined what happened to learners’ mathematics learner identities when they participated in a mathematics-focused science learning programme. The research followed the journey of 7 primary aged students of different year levels. Mathematics learner identities were examined through the narrative stories that students told. The study used Sfard and Prusak’s (2005) definition of identity as “a set of reifying significant, endorsable stories about a person” (p.14). The study was longitudinal and covered the course of approximately one school year. Two main findings arose from this study: First, that students told contrasting stories within their mathematical identities and that within these contrasting narratives some stories that students told about mathematics appeared particularly resistant to change. Second, that although students greatly enjoyed their science experiences they appeared to struggle with connecting their “science” experiences with their mathematics identity. To address these two points I suggest that schools and teachers need to continue to deliver clear messages to students about what it means to do mathematics and what it means to be a mathematician. Furthermore, an additional step should be taken by schools and educators to help students make connections by explicitly teach them how to apply the skills they have already gained to other learning experiences and areas of their lives.