Learning to listen in new ways: Using a Social Identity Map to examine the impact of my positionality when working with the narrative of a student from a mathematics resit classroom.

For students who are labelled as low attaining in mathematics, stories
about their identity work are often interpreted through the lens of others.
However, the positionality of the researcher can impact on how these
stories are analyzed. This report discusses the using of a Social Identity
Map as a device to explicitly examine my positionality as part of a small-scale project in the context of post-16 mathematics. By acknowledging the
impact of my assumptions and subjectivities, as facets of positionality, I
was able to listen in new ways to the student’s data and hear a counter
narrative of finally able with regard to the teaching and learning of
mathematics.