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A Socio-critical Analysis of Students’ Perceptions of Mathematics

  • David KolloscheEmail author
Chapter

Abstract

Rather than studying students’ perceptions of mathematics from a beliefs or identity framework with the purpose of improving the learning of mathematics, this study develops a Foucauldian framework, which allows a socio-critical interpretation of students’ perceptions, which are considered an indicator for their developing subjectivities. This allows me to discuss how diverging devotions to mathematics, suffering from mathematics as well as seeing personal relevance and challenges in mathematics connects to the institutional and societal functionality of mathematics education. Thereby, I also present data obtained in questionnaires from German ninth grade students.

Keywords

Mathematics Education Mathematics Classroom Disciplinary Technique Support Learning Process Mathematical Individuality 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Notes

Acknowledgments

This study was realised with the help of the students of the master seminar on “Student Perceptions of Mathematics” at the Universität Potsdam, Germany, in 2014. I am very grateful for their support in collecting the data and gathering ideas for analysis and interpretation.

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Copyright information

© Springer International Publishing Switzerland 2017

Authors and Affiliations

  1. 1.Humanwissenschaftliche FakultätUniversität PotsdamPotsdamGermany

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