Advertisement

Reflections on Research Positioning: Where the Math Is and Where the People Are

  • David WagnerEmail author
Chapter

Abstract

Using positioning theory and functional grammar, I reflect on the way I position myself when my research in mathematics education is published. I consider the way my authorship addresses the field, focusing on the distinction between scholars who attend to the sociopolitical context and they who ask of this research “Where is the math?” I identify a range of discourses in which mathematics might be located. Throughout this reflection I draw on two of my publications for examples. Finally, I suggest some tools for reflecting on the positioning and discourses at play in a research situation.

Keywords

Mathematics Education Mathematics Education Research Moral Order Centripetal Force Model Reader 
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.

References

  1. Atwood, M. (2002). Negotiating with the dead: A writer on writing. Cambridge, UK: Cambridge University Press.Google Scholar
  2. Bakhtin, M. (1975/1981). The dialogic imagination: Four essays. (M. Holquist, Ed.; C. Emerson & M. Holquist, Trans.). Austin, TX: University of Texas Press.Google Scholar
  3. Barthes, R. (1977). Image, music, text. (Trans. S. Heath). New York: Hill and Wang.Google Scholar
  4. D’Ambrosio, U. (1994). Cultural framing of mathematics teaching and learning. In R. Biehler, R. Scholz, R. Sträßer, & B. Winkelman (Eds.), Didactics of mathematics as a scientific discipline (pp. 443–455). Dordrecht: Kluwer.Google Scholar
  5. D’Ambrosio, B., Frankenstein, M., Gutierrez, R., Kastberg, S., Martin, D. Moschkovich, J., … Barnes, D. (2013). Positioning oneself in mathematics education research. Journal of Research in Mathematics Education, 44(1), 11–22.Google Scholar
  6. Davies, B., & Harré, R. (1999). Positioning and personhood. In R. Harré & L. van Langenhove (Eds.), Positioning theory: Moral contexts of intentional action (pp. 32–51). Blackwell: Oxford.Google Scholar
  7. Dickinson, E. (1960). The complete poems of Emily Dickinson (Ed. T. Johnson). Boston, MA: Little, Brown.Google Scholar
  8. Eco, U. (1979). The role of the reader. Bloomington, IN: University of Indiana Press.Google Scholar
  9. Eco, U. (1994). Six walks in the fictional woods. Cambridge: Harvard University Press.Google Scholar
  10. Esmonde, I., & Langer-Osuna, J. (2013). Power in numbers: Student participation in mathematical discussions in heterogeneous spaces. Journal for Research in Mathematics Education, 44(1), 288–315.CrossRefGoogle Scholar
  11. Fairclough, N. (1995). Critical discourse analysis: The critical study of language. London: Longman.Google Scholar
  12. Foote, M., & Bartell, T. (2011). Pathways to equity in mathematics education: How life experiences impact researcher positionality. Educational Studies in Mathematics, 78(1), 45–68.CrossRefGoogle Scholar
  13. Foucault, M. (1972). The archaeology of knowledge (A. M. Sheridan Smith, Trans.). London: Routledge.Google Scholar
  14. Gutierrez, R. (2013). The sociopolitical turn in mathematics education. Journal for Research in Mathematics Education, 44(1), 37–68.CrossRefGoogle Scholar
  15. Halai, A. (2014). Social justice through mathematics education: Skilling youth for a societal participation. In P. Liljedahl, C. Nicol, S. Oesterle, & D. Allan (Eds.), Proceedings of the Joint Meeting of PME 38 and PME-NA 36 (Vol. 1, pp. 67–71). Vancouver, Canada: PME.Google Scholar
  16. Harré, R., & van Langenhove, L. (1999). Positioning theory: Moral contexts of intentional action. Oxford: Blackwell.Google Scholar
  17. Heid, M. (2010). Where’s the math (in mathematics education research)? Journal for Research in Mathematics Education, 41(2), 102–103.Google Scholar
  18. Herbel-Eisenmann, B., & Wagner, D. (2010). Appraising lexical bundles in mathematics classroom discourse: Obligation and choice. Educational Studies in Mathematics, 75(1), 43–63.CrossRefGoogle Scholar
  19. Herbel-Eisenmann, B., Wagner, D., Johnson, K., Suh, H., & Figueras, H. (2015). Positioning in mathematics education: Revelations on an imported theory. Educational Studies in Mathematics, 89, 185–204.CrossRefGoogle Scholar
  20. Herbel-Eisenmann, B., Wagner, D., & Cortes, V. (2010). Lexical bundle analysis in mathematics classroom discourse: The significance of stance. Educational Studies in Mathematics, 75(1), 23–42.CrossRefGoogle Scholar
  21. Martin, J., & Rose, D. (2005). Working with discourse: Meaning beyond the clause. London: Continuum.Google Scholar
  22. Setati Phakeng, M. (2014). The calculus of social change—mathematics at the cutting edge. In P. Liljedahl, C. Nicol, S. Oesterle, & D. Allan (Eds.), Proceedings of the Joint Meeting of PME 38 and PME-NA 36 (Vol. 1, pp. 55–60). Vancouver, Canada: PME.Google Scholar
  23. Singh, J. (2014, October 18). The ideological roots of Stephen Harper’s vendetta against sociology. The Toronto Star. Retrieved November 14, 2015, from http://www.thestar.com/opinion/commentary/2014/08/26/the_ideological_roots_of_stephen_harpers_vendetta_against_sociology.html.
  24. Valero, P. (2004). Socio-political perspectives on mathematics education. In P. Valero & R. Zevenbergen (Eds.), Researching the socio-political dimensions of mathematics education: Issues of power in theory and methodology (pp. 5–24). Dordrecht: Kluwer Academic Publishers.CrossRefGoogle Scholar
  25. Valero, P. (2014). Cutting the calculations of social change with school mathematics. In P. Liljedahl, C. Nicol, S. Oesterle, & D. Allan (Eds.), Proceedings of the Joint Meeting of PME 38 and PME-NA 36 (Vol. 1, pp. 73–77). Vancouver, Canada: PME.Google Scholar
  26. Wagner, D. (2012). Opening mathematics text: Resisting the seduction. Educational Studies in Mathematics, 80(1-2), 153-169.Google Scholar
  27. Wagner, D. (2014). Privileging local cultures and demographics in the mathematics classroom. In P. Liljedahl, C. Nicol, S. Oesterle, & D. Allan (Eds.), Proceedings of the Joint Meeting of PME 38 and PME-NA 36 (Vol. 1, pp. 61–66). Vancouver, Canada: PME.Google Scholar
  28. Wagner, D. (2015). A speech act in mathematics education—the social turn. In P. Gates & R. Jorgensen (Eds.), Shifts in the field of mathematics education: Stephen Lerman and the turn to the social (pp. 75–87). New York: Springer.Google Scholar
  29. Wagner, D., Dicks, J., & Kristmanson, P. (2015). Students’ language repertoires for prediction. The Mathematics Enthusiast, 12(1–3), 246–261.Google Scholar
  30. Wagner, D., & Herbel-Eisenmann, B. (2009). Re-mythologizing mathematics through attention to classroom positioning. Educational Studies in Mathematics, 72(1), 1–15.CrossRefGoogle Scholar
  31. Wagner, D., & Herbel-Eisenmann, B. (2014). Mathematics teachers’ representations of authority. Journal of Mathematics Teacher Education, 17(3), 201–225.CrossRefGoogle Scholar
  32. Walshaw, M. (2014). Raising political, psychoanalytic, and cultural questions of a proposed educational intervention. In P. Liljedahl, C. Nicol, S. Oesterle, & D. Allan (Eds.), Proceedings of the Joint Meeting of PME 38 and PME-NA 36 (Vol. 1, pp. 79–83). Vancouver, Canada: PME.Google Scholar

Copyright information

© Springer International Publishing Switzerland 2017

Authors and Affiliations

  1. 1.Faculty of EducationUniversity of New BrunswickFrederictonCanada

Personalised recommendations