“I do it in my head and it is hard to explain”: Issues around showing workings for one low attaining student in a GCSE resit classroom.

The concept of ‘mathematical identity’ is described as saying and doing in
the context of mathematics, however the interpretation of another’s
identity work is problematic due to the subjectivities of the observer. In
foregrounding the participant’s own voice, the opportunity is afforded to
consider the work of identity from within the lived experience. This
discussion focuses on the analysis of the narrative data of Darren, a
participant from a study into the experiences of low attaining students in
mathematics. Observations noted a contrast emerging between Darren’s
ability to correctly calculate an answer and his reluctance to record his
workings. Introducing the Listening Guide as a method of analysis
revealed the presence of two co-existing voices, the bravado of the
‘action’ voice contrasted with the more poignant voice of ‘struggle’,
providing an insight into his internal quandary as he strives to explain his
mathematical thinking.