Abstract
This research explores the phenomenon of a dominant high-stakes mathematics education acting as symbolic violence. Change in mathematics education has been suggested for over 100 years, but the fundamental structure remains essentially the same. I use Bourdieu’s theory of practice to explore causal mechanisms that contribute to the social reproduction of a highly valued version of mathematics education.The results of this analysis demonstrate themes connected by an underlying expectation of pain and a desire for transferable skills but with a narrow view of what mathematics education is. The research also shows that students expect mathematics to be ‘hard’ and different to other subjects. Success in the final examination, a form of capital, often informs this perspective. Finally, I discuss the expectation for some that this is how mathematics education functions through the desire to acquire such capital.
This thesis explores the hidden and overt structures that govern mathematics education and the potential consequences of a government that mandates ‘essential knowledge’ in a world that seeks to compete in mathematics education. The data demonstrate a lack of critical reflection on the purposes of mathematics. This lack of critical reflection is particularly pertinent as some pursue and view mathematics for its exchange value; the result is blind faith in current structures; thus, change in mathematics education is fervently resisted.
The dominant habitus within the field of mathematics education aligns with these expectations; thus, the cycle of social reproduction continues. With it, symbolic violence occurs, high status is conferred to those successful in the dominant form of mathematics education, and those unsuccessful accept their position as ‘not maths people’.
| Date of Award | 26 Jun 2024 |
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| Original language | English |
| Awarding Institution |
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| Supervisor | Hugh Lauder (Supervisor) & Arif Naveed (Supervisor) |
Keywords
- Bourdieu
- Mathematics
- Capital