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In this paper, we offer a theoretical account of the emotion-cognition dialectic (i.e. the unit of feeling and cognition in thought) in identity formation (or identification), focusing on early childhood and mathematics. We consider how contradictory (emotional-cognitive) experiences which arise in different forms of mathematical activity (a mathematical play activity versus formal classroom mathematics) produce and are produced by contradictory acts of mathematical identification. We illustrate this perspective using the case of Daniel (aged 6 years) who expressed the emotion of ‘astonishment’ at seeing himself on video engaged in a play activity. We highlight how this experience of emotion-cognition enables Daniel to articulate a juxtaposition between play which is ‘fun’ and his classroom mathematics which makes him ‘tired’, which we associate with contrasting mathematical identifications. This recognises that social/cultural symbolic forms of emotion-cognition and identification are present in dialogue with others/adults even at this young age. We therefore, call for a research agenda that explores how such identifications might become sedimented into mathematical identities as the child develops.

The aim of this article is to explore the structure of social capital in peer networks and its relation to the unequal access of educational resources within mathematics classrooms. We hypothesise that learners can gain access to mathematics through friendship networks which provide more or less help from peers that might sustain (or curtail) their mathematics learning based on a Bourdieusian framework. We report a social network analysis of mutually-recognised helping within friendship groups. This is complemented by observation and interviews that illustrate how different classrooms have different network structures, positioning learners of different ethnic minorities and genders in significantly different ways regarding access to learning. We argue that friendship networks mediate social capital and access to further cultural capital, and that this may help explain structural differences in attainment. Because ethnicity and gender, inter alia, mediate friendship networks, they also mediate access to capital in the classroom.

A common theme in accounts of choosing mathematics is that of persistence in the face of troubles or difficulties which are often associated with the structuring effects of gender, class, culture and ethnicity. Centring on an analysis of one woman’s account of becoming a mathematician, we build on our understanding of multiple and developing identities with the aim of capturing the nature of individual challenge to structuring discourses and its implications for choice and participation in mathematics more generally. Inspecting how she talks about events in the past, present, and future, we expand on Leont’ev’s (1978, 1981) notion of leading activity to explore how we organise and prioritise activities (and their related identities) within the context of Holland et al.’s (1998) theory of identity in practice, hybridity and world-making. We interrogate the part played by contradiction in creating a space for individual agency through its resolution in hybrid practices and its relation to social change, exploring how our informant narrates taking up mathematics “against the odds” as part of an ongoing process of “re-writing” herself into new imagined worlds. In providing an insight into how one individual envisages and enacts a different mathematics culture in which she can have a place, our analysis suggests ways forward in creating new, more inclusive, mathematics education.

We examine the transition from school (compulsory education) to college (post-compulsory/pre-university) of students who are continuing their mathematical education. Previous work on transition between institutions suggests that transitional problems can be critical, and students often regard mathematics as ‘difficult’ during transitional periods. However, our analysis of students' interviews showed a more positive discourse, one of reported challenge, growth and achievement; transition was not seen as an obstacle but as an opportunity to develop a new identity. Particularly in relation to mathematics, this was reflected in a need for a better understanding of the subject, and for being more responsible for their learning. Thus, we propose to re-think transition as a question of identity in which persons see themselves developing due to the distinct social and academic demands that the new institution poses. Conceptualising transition in this way could have important practical implications for the way tha...

This paper reports how students talk about their aspirations in regard to higher education (HE) and their mathematics, what ‘repertoires’ they use to mediate this discourse, and how students’ predominant ‘repertoire style’ relates to their cultural background. Our analyses draw on an interview sample (n=40) of students selected because they are ‘on the cusp’ of participation or non‐participation in mathematically demanding programmes in further and higher education. The interviews explored the students’ aspirations for their future in general and HE in particular, influences on these choices, and the place of mathematics in these. Thematic analysis revealed four interpretative repertoires commonly in use, which we call ‘becoming successful’, ‘personal satisfaction’, ‘vocational’, and ‘idealist’ repertoires. Most of the sample was found to use a single, predominant repertoire, which we call their repertoire ‘style’: what is more, this style is found to be strongly related to background factors independentl...

Recently, classroom talk has re-emerged within educational policy as instrumental in delivering standards-based reform in several counties. In England, both the National Numeracy and Literacy Strategies and the National Strategy for Key Stage 3 emphasised the importance of interactive whole class teaching' (IWT) where pupils are expected to play an active part by answering questions, contributing points to discussions, and explaining and demonstrating their methods and solutions to others in the class' (DfEE, 2001: 26). The aim is to increase the quality of teaching and learning in both the primary and secondary classroom by engaging pupils and demanding active participation. This paper explores the pedagogic value of interactive forms of whole class teaching from a sociocultural standpoint and considers whether policy guidelines (such as those referred to above) incorporate an understanding of teacher - pupil talk which is likely to be effective in terms of promoting children's learning. It also consider...

This paper illustrates how classroom discourse demands a multi-layered analysis. The first analysis focuses on classroom discourse and provides a picture of pupil participation in teacher–pupil interactions: who is inducted into discourse and who is not. However, this local micro-analysis does not afford interpretation at the level of the teachers’ intentions, and hence of the way that ideology (e.g. of social class, gender and policy) is mediated by the discourse. Thus, interview data, inter alia, is used to develop themes such as ‘time pressure’, which can then be applied to a second interpretation of the discourse. A final layer of analysis establishes the extent to which such themes can be defined in terms of ‘cultural models’ which are aligned/disaligned with policy and institutional discourses. Thus, the paper illustrates how dialogue can be situated within a socio-cultural framework in which macro-concepts enter the data through discussion of the teacher's intentions.

The shape and form of effective teacher–pupil talk has recently become the focus of attention within policy guidelines such as the National Numeracy and Literacy Strategies. Prior to this, research on classroom discourse has established that social context plays an important role in determining the quality of teacher–pupil talk since it directs teachers' and pupils' interpretations of what is said. This paper presents a multi-layered approach to the analysis of whole-class discussions which highlights the impact of wider, institutional and historical aspects of the classroom context on the meanings relayed within interactions. Video and audio data, collected over a five-month period of participant observation in a primary school mathematics classroom, highlights how issues such as teacher expectations and time pressure influence the quality of interactions pupils experience. The paper concludes that teacher–pupil interactions play an instrumental role in determining the social positioning of pupils within...

This paper investigates treatment for anger and aggression using a variety of methods. Assessments include direct observation, self-recording of frequency of aggressive incidents, self-recording of feelings of aggression, provocation role-plays, and provocation inventories. Treatment approaches include two forms of relaxation (BRT and APR), discussions and exercises on the understanding of emotion, role-plays to develop skills for dealing with feelings of anger, and exercises in the way in which individuals construe various situations. Three participants illustrate how these assessment and treatment methods can be used to tailor treatment to suit the particular problems displayed by individuals. The reasons for choosing particular methods are discussed as are the ways in which individuals respond to the programmes of therapy.

Purpose. Despite increasing evidence that anger may play a contributing role in the violent behaviour of psychiatric patients, as yet there is a dearth of evidence concerning the utility of anger control treatment procedures with this population. This paper describes the development and preliminary evaluation of an anger treatment protocol modified to meet the needs of secure hospital patients. Method. Four patients having recurrent problems of anger and aggression were provided with anger control treatment based on the new protocol. Evaluation of the intervention was based on clinical assessments and by quantified structured interviews obtained post-treatment with each patient's psychiatrist, key worker, and day-care worker. Results. Therapist assessment and clinical staff ratings testifiy to modest but significant treatment gains for patients. Experience from clinical implementation highlights key issues in treatment process and institutional system integration for achieving efficacy. Conclusions. The results support the application of anger control treatment procedures to severely disordered psychiatric patients in a forensic institution. Given the preliminary nature of this evidence, and in the absence of a controlled clinical trial, continued work is needed on treatment and research protocols.

Whole-class discussions have long been the focus of much research. They are a dominant practice in many classrooms and are, potentially, key sites for fostering children’s learning (Barnes, 1976; Cazden, 2001; Edwards & Mercer, 1987; Wells, 1999). In England, we have seen the endorsement of whole-class teaching within educational policy (Department for Education and Employment (DfEE), 1998, 1999, 2001), not only as a pedagogic tool for standards-based educational reform (Reynolds & Muijs, 1999), but also as a means to achieving inclusivity within an increasingly diverse classroom environment. For example, the National Literacy Strategy Framework for Teaching introduced the notion of interactive whole class teaching, stating that it benefits children who need help to access the curriculum for example low attainers, those with special needs or limited fluency in English, by introducing them to challenging work, teaching them skills in a highly supportive context and raising their expectations and self esteem. (DfEE, 1998, p. 96)

1. Although nurses are at considerable risk for assaults, there are few practical and specific guidelines for controlling anger and aggression. 2. A training course was developed to give staff the necessary skills and knowledge to cope with clients who have the potential to become angry and assaultive, or those who have already become violent. 3. Participants in the training course felt more confident in managing potentially violent situations, and they reported relying on methods to de-escalate the situation to halt a sequence that would ultimately lead to violence.

Therapeutic interventions for anger and aggression have progressed significantly in the past decade, yet the treatment of this very problematic emotion/action complex remains neglected among seriously disordered populations. Recent work by Howells and his colleagues (Howells, 1989; Howells & Hollin, 1989; Levey & Howells, 1991) has certainly provided an impetus to addressing problems of anger, aggression, and violence among institutionalized patients.1 Most assuredly, the management of patients’ aggressive behavior presents formidable challenges to clinical staff who must be concerned with risks to themselves and to the welfare of other patients. Moreover, a patient’s inability to control aggressive behavior will certainly forestall discharge and perpetually remain a liability for social adaptation. Because assaultive behavior is often mediated by anger, treatment procedures that aim to provide clients with anger-control capabilities are important therapeutic resources, especially be-cause they seek to promote anger regulatory competency through the development of coping skills that have larger implications for psychosocial adjustment.

This paper builds on previous work (Black et al., Educational Studies in Mathematics 73(1):55-72, 2010) which developed the notion of a leading identity (derived from Leont’ev’s concept of ‘leading activity’) which, we argued, defined students’ motive for studying during late adolescence. We presented two case studies of students in post-compulsory education (Mary and Lee) and highlighted how the concept of a leading identity might be relevant to understanding motivation in mathematics education and particularly the ‘exchange value’ or ‘use value’ of mathematics for these students. (Lee’s identity was mediated by mathematics’ potential exchange value in becoming a university student, and Mary’s more by its perceived use value to her leading identity as an engineer.) In this paper, we follow up Mary’s story as she progresses to university, and we see how she is now ‘led’ by contradictory motives and identities: Mary’s aspirations and decisions seem to be now as much related to her identity as a Muslim woman as to her identity as an engineer. Therefore, we argue that more than one identity/activity may be considered as ‘leading’ at this point in time—e.g. work versus motherhood/parenting, for instance—and this raises conflicts and tensions. We conclude with a more reflexive account of leading identity which recognises the adolescent’s developing awareness of self—an ongoing process of organisation as they experience contradictions in managing their education, work, domestic, community and other lives.

The construction of positive mathematical identities (MIs) is a complex and central issue in school mathematics, where girls are usually “counted out” of the field. This study explores positive MIs (high achiever and positive relationship with mathematics) of 3 girls. We employed a nested model of identity based on a case study approach (i.e., female mathematics students nested within a cluster of students nested within a mathematics classroom). The results highlight diversity in how these girls experienced mathematics: They valued different forms of doing mathematics (independent and collaborative; wider and complex; and straightforward, procedure-oriented mathematics), showed different forms of engagement (detachment, protagonist and challenging, and compliant and support-seeker), and narrated different MIs (efficient, different, and responsible). The study also explores and discusses the roles of mathematical practice and belonging to different peer clusters in these different forms of identification.