This article analyzes adult education in Brazil. The research seeks to identify how social identities configure the mathematical identities of the subjects and how the construction and negotiation of social identity affects the interaction in the teaching and learning process in the classroom. Based on a qualitative methodology, scenarios have been described where social identity is updated in the learning of mathematics and how it configures facilitating or hindering elements for learning. The results reveal the relationships with mathematical knowledge, and how individuals from the same social and/or cultural group relate to mathematics in different ways according to information, experience and identity positioning.
<< < 20 21 22 23 24 25 26 > >>
You may also start an advanced similarity search for this article.