Technology use and mathematics teaching: teacher change as discursive identity work

Teacher change towards developing competences for technology use in mathematics teaching has been the focus of current educational reforms worldwide. However, a considerable amount of research denotes the extent to which teachers resist a full integration of technology in mathematics classrooms. The present paper is based on an ethnographic study and focuses on how mathematics teachers – as they participate in an intensive training course – perform identity work whilst collectively articulating meanings concerning the potential of technology-based mathematics learning. By means of discourse theory, we analyse how they try to fix meaning as they engage and interact with varied discourses of ‘change’. Our findings indicate that mathematics teachers' attempts to articulate meaning are organised around discourses that concern directly societal and learning issues of technology use in mathematics teaching.     

Learning about ‘learning identities’ in the school arithmetic practice: The experience of two young minority Gypsy girls in the Greek context of education

The present study explores the experience of two young Gypsy girls in solving school arithmetic tasks in interaction with an adult who supports their participation. Along with learning the use of arithmetic tools, a basic element concerning the experience of the two girls as they try to gain entry into the school practice is learning about developing relevant ‘learning identities’. Analysis of the girls’ interaction with an adult identifies that the type of ‘learning identities’ required involve at least two dimensions: (a) learning to value the use of formal arithmetic tools, and (b) learning about relevant ways of behaving in the school mathematics practice.     

Young People's Accounts of Experiences With Sexual Content During Childhood and Teenage Life

This article revisits young people's experiences with sexual content in the light of dominant arguments in the public debate concerning the potential effects, or risk and harm for young people. Drawing upon a research project I conducted in 2011, I argue in this article that there might be an alternative approach to young people's experiences with sexual content, one deriving from the Foucauldian perspective on sexuality as a self-governing discourse. Set in a social constructionist framework my discussion prioritises young people's accounts as reflections on a constructed notion of sexuality.     

A critical mathematics perspective on reading data visualizations: reimagining through reformatting,reframing, and renarrating

Educational Studies in Mathematics - Data visualizations have proliferated throughout the COVID-19 pandemic to communicate information about the crisis and influence policy development and...     

Between a rock and a hard place: women and computer technology

This paper explores certain possible reasons behind the uneasy relationship between women and technology. The cultural identification of technology with masculinity has been well documented through previous research. However, we feel it is useful to revisit this complex relationship through the scope of a more subtle distinction between ‘users’ and ‘connoisseurs’, and the struggle over power, which revolves around a specific form of hegemonic masculinity. We draw on interviews that examine students’ experiences, emotions, and statements about gender, technology, mathematics, and education, and we try to offer an understanding of the ways women negotiate their position within the dominant discourse about computing and mathematics. Our analysis employs post-structuralist discourse theory.