Mathematical Images and Identities: Education, Entertainment and Social Justice, 2006-2007

<P>Abstract copyright UK Data Service and data collection copyright owner.</P><br>This mixed methods study investigated how popular cultural images of mathematics and mathematicians were used, the relationships that learners constructed with the subject and their gendered/classed/ethnic identities as ‘mathematicians’ or ‘non-mathematicians’.<br>
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Using a discursive approach, the research took place with Year 10 and Year 11 GCSE students and second and third year mathematics and humanities undergraduates. Both groups were about a year away from key choice points. This created the opportunity to look at whether and how popular culture is deployed in their choices to stay with or leave mathematics. A questionnaire was conducted with 656 school and university students to elicit information about which contemporary popular cultural forms were most significant for them. Using the questionnaire findings, an archive of popular images of mathematicians and mathematics was built up and analysed. Twenty-seven focus groups were then held and 49 participants were individually interviewed. <br>
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Further information about the project can be found on the <a href="http://www.londonmet.ac.uk/research-units/ipse/research-projects/completed-projects/mii/" title ="Mathematical Images and Identities">Mathematical Images and Identities</a> project web page and the <a href="http://www.esrcsocietytoday/esrcinfocentre/viewawardpage.aspx?awardnumber=RES-000-23-1454" title ="ESRC Award">ESRC Award</a> web page.<br><br><B>Main Topics</B>:<BR><br>The main topics include:<ul><li>mathematics</li><li>popular culture</li><li>gender</li><li>social class</li><li>ethnicity</li></ul>