Constructing confidence and identities of belonging in mathematics at the transition to secondary school

Abstract

This case study investigates students' perspectives on their mathematics learning experiences and identity constructions, in the context of transition to secondary school. In-depth, semi-structured interviews were conducted with six girls, halfway through their first year at their new school. Thematic analysis and discourse analysis were used to interpret and deconstruct their narratives. The girls' stories contribute to our understandings of how confidence in mathematics is discursively constructed. The stories also clarify the importance of gaining a sense of belonging in the transition from primary to secondary school mathematics. Through promoting this belonging within the mathematics classroom, teachers may engender confident performances in class and, through this, contribute to the construction of positive mathematical identities.

Keywords:

• identity
• confidence
• belonging
• transition

Acknowledgements

I wish to thank Fiona Ell for her comments on earlier versions of this paper.

Notes

1. The term ‘Pasifika’ refers to someone who was born in (or descended from) one of the Southern Pacific Islands – for example Samoa, Tonga, Cook Islands).

2. In New Zealand, Year 9 is the first year of secondary school. In city areas students typically enter secondary following two years at an intermediate school.

3. In this school, students were ‘streamed’ (or setted) into three broad groups based on a mathematics test taken at the end of Year 8. These groups were labelled Top, Middle and Bottom Bands. All three bands were taught the same curriculum and given the same end of year examinations.

4. All names have been changed