Instrumental mediations and students’ identities

Steffen Mollegaard Iversen; Morten Misfeldt; Uffe Thomas Jankvist

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Instrumental mediations and students’ identities

Autores: Steffen Mollegaard Iversen, Morten Misfeldt, Uffe Thomas Jankvist
Localización: Recherches en Didactique des Mathématiques, ISSN 0246-9367, Vol. 38, Nº 2, 2018, págs. 133-156
Idioma: inglés
Títulos paralelos:
- Mediations instrumentales et identites des eleves
- Mediaciones instrumentales e identidades de los estudiantes
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Resumen
- español
  Este artículo teórico considera la relación entre el uso de herramientas digitales en la enseñanza y aprendizaje de las matemáticas y el desarrollo de las identidades de los estudiantes como escritores matemáticos en la enseñanza secundaria superior. El marco teórico es el enfoque instrumental en educación matemática, que estudia cómo los estudiantes se apropian de los artefactos digitales como herramientas.
  
  Argumentamos que el foco en las mediaciones epistémicas y pragmáticas, dominantes durante mucho tiempo en este enfoque, se pueden incrementar con un foco en el trabajo de identidad de los alumnos. El interés por el trabajo de identidad de los alumnos en relación con el uso de herramientas digitales en matemáticas creció a partir de un estudio de caso etnográfico longitudinal con estudiantes de matemáticas de la secundaria superior danesa. Utilizando datos de este estudio, presentamos ejemplos empíricos de una perspectiva de identidad sobre el uso de herramientas digitales en educación matemática y discutimos posibles maneras de incorporar la "identidad" y el "trabajo identitario" en el enfoque instrumental.
- English
  This theoretical article considers the relation between the use of digital tools in the teaching and learning of mathematics and the development of students’ identities as mathematical writers, within their upper secondary school education. The theoretical outset is the instrumental approach in mathematics education, which studies how students appropriate digital artifacts as tools. We argue that the focus on epistemic and pragmatic mediations, which has long been prevalent within this approach, can benefit from being augmented with a focus on the students’ identity work. The interest for students’ identity work in relation to their use of digital tools in mathematics grew out of a longitudinal ethnographic case study of Danish upper secondary students’ work with mathematics. Using data excerpts from this study we provide empirical examples of an identity perspective on the use of digital tools in mathematics education and discuss possible ways to incorporate “identity" and "identity work" in the instrumental approach.
- français
  Cet article s’intéresse à la relation entre l’utilisation des outils numériques dans l’enseignement et l’apprentissage et le développement de l’identité des élèves en tant qu’auteurs en mathématiques, au lycée.
  
  L’approche instrumentale nous permet d’étudier comment les élèves s’approprient les artefacts numériques en tant qu’outils. Nous soutenons que l’accent porté sur les médiations épistémiques et pragmatiques, qui prévaut dans ce type d’approche théorique, peut être enrichi par un focus sur le travail identitaire des élèves. Cet aspect est né d’une étude de cas ethnographique longitudinale du travail d’étudiants danois du lycée en mathématiques. Nous présentons des extraits de cette étude portant sur la perspective identitaire sur l’utilisation des outils numériques et discutons des possiblités d’intégration de « l’identité » et du « travail identitaire » dans l’approche instrumentale.
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