MATHEMATICS LEARNING TRAJECTORIES: CLASS, CAPITAL AND CONFLICT

Abstract

This is the story of Marie and Edward as they approach the time of transfer from the primary to the secondary school. They both consider themselves to be successful mathematicians and have shared common classroom experiences throughout their time in the primary school. However, as they approach this critical relocation point it becomes clear that their future mathematical careers are set on two distinct trajectories. This paper explores the impact of the class-formed family habitus on them as learners of mathematics, and describes how family transferred cultural capital propels one of them whilst notions of conflict threaten to restrict the progress of the other.