The identity narratives that surround low attainment in mathematics suggest a negative and deficient positioning when compared to both other students and the discipline of mathematics itself, however the positioning voice of low prior attaining (LPA) students themselves is less prevalent when compared to that of other participants. This discussion compares both direct and indirect positioning statements of participants as reported in research regarding low attainment in mathematics, before foregrounding the LPA students’ own narratives. The themes of behaviour, capacity and opportunity emerge from my analysis; however, the theme of behaviour is not evident in the LPA students’ own narratives. There is some evidence that foregrounding LPA student participants in research regarding their identity allows a counter narrative to emerge.
|Title of host publication||BSRLM conference proceedings|
|Publication status||Published - 30 Jan 2020|