QUALITATIVE THEMES FOR MATHEMATICS CAPITAL: INVESTIGATIONS OF DUAL-DEGREE PRACTICING MATHEMATICS TEACHERS.

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Bibliographic Details
Title:	QUALITATIVE THEMES FOR MATHEMATICS CAPITAL: INVESTIGATIONS OF DUAL-DEGREE PRACTICING MATHEMATICS TEACHERS.
Authors:	Anderson, Frances¹ francesanderson@unomaha.edu, Uhing, Karina¹ kluhing@unomaha.edu
Source:	Conference Papers -- Psychology of Mathematics & Education of North America. 2025, p936-944. 9p.
Subject Terms:	Mathematics teachers, Attitude (Psychology), Qualitative research, Learning, Mathematical ability, Interviewers, Cultural capital
People:	Bourdieu, Pierre, 1930-2002
Abstract:	Mathematics capital is framed through the lens of Bourdieu's seminal work and Archer and colleagues' parallel development of science capital (Archer et al., 2015). We define mathematics capital as mathematical assets that a student leverages in their daily life which subsequently influences their position in the field of mathematics education. We describe mathematical assets as a student's collective experiences, dispositions, and intrinsic or extrinsic expectations related to mathematics. This qualitative study develops three themes to describe mathematics capital. Six mathematics teachers with dual degrees in mathematics and mathematics education were interviewed. We used the constant comparative method (Glaser, 1965) to analyze the data. We conclude by discussing how the three themes capture the essence of mathematics capital which influences how a person interacts with, reacts to, and responds to mathematics. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Mathematics capital is framed through the lens of Bourdieu's seminal work and Archer and colleagues' parallel development of science capital (Archer et al., 2015). We define mathematics capital as mathematical assets that a student leverages in their daily life which subsequently influences their position in the field of mathematics education. We describe mathematical assets as a student's collective experiences, dispositions, and intrinsic or extrinsic expectations related to mathematics. This qualitative study develops three themes to describe mathematics capital. Six mathematics teachers with dual degrees in mathematics and mathematics education were interviewed. We used the constant comparative method (Glaser, 1965) to analyze the data. We conclude by discussing how the three themes capture the essence of mathematics capital which influences how a person interacts with, reacts to, and responds to mathematics. [ABSTRACT FROM AUTHOR]