Buying in and Checking out: Identity Development and Meaning Making in the Practice of Mathematics Homework

• Autores: Mara G. Landers
• Localización: Qualitative Research in Education, ISSN-e 2014-6418, Vol. 2, Nº. 2, 2013, págs. 130-160
• Idioma: inglés
• Títulos paralelos:
  • Aceptar o No Aceptar Hacer la Tarea: Desarrollo de la Identidad y la Creación de Significado en la Práctica de las Tareas para Casa en Matemáticas
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Este artículo presenta los resultados de una investigación etnográfica sobre el papel y los significados de las tareas para casa en matemáticas referido a la vida de alumnado de secundaria. La investigación conceptuliza y examina la tarea domésticas como una práctica social, con un enfoque en cómo el alumnado crea sentido de sus experiencias y del papel del desarrollo de la identidad en la construcción de significados. Especificando, la investigación examina como el alumnado de secundaria deciden valorar o rechazar las tareas para casa de matemáticas. El análisis de los estudios de caso revela dos maneras de definir las experiencias del alumnado con las tareas. Hay alumnado que acepta hacer la tarea y desarrollan parte de su identidad relacionándose con la escuela, las matemáticas, y la tarea, apoyándola valoración de la tarea. Hay alumnado que no aceptan hacer la tarea y desarrollan parte de su identidad en el rechazo de la tarea. Los conceptos de aceptar y no aceptar tienen consecuencias para el desarrollo de las teorías en los campos de motivación e identidad, y para las prácticas escolares relacionadas con las tareas para casa.

  • English

    This paper presents findings from an ethnographic study of the role and meaning ofmathematics homework in the lives ofmiddle school students. The study conceptualizes and examines homework as a social practice, with a focus on how students make meaning out of their experiences and the role of identity development in meaning making. Specifically, the study examines how middle school students come to value or reject mathematics homework. Case study analyses revealed two ways of characterizing students’ experiences with homework. Students who buy into homework develop aspects of their identities related to school, math and homework that support them in valuing homework.

    Students who check out develop aspects of their identities that support them in rejecting homework. The concepts of buying in and checking out have implications for theory development around motivation and identity and for school practices around homework.

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