Reasons for Auto-exclusion: Why Students Reject Mathematics

Abstract

Auto-exclusion from mathematics is understood as the process by which individuals exclude themselves from mathematics. While auto-exclusion has already been identified as a problem of mathematics education with severe ethical, didactical, economic, and political consequences, this chapter focusses on possible reasons for auto-exclusion from mathematics. Based on the analysis of questionnaire and interview data from students at German secondary schools, the teacher’s personality, teaching styles, incomprehension, lack of self-discipline, irrelevance of mathematics, and epistemological objections against mathematics have been identified as possible reasons for auto-exclusion from mathematics. As most of these reasons are closely connected to the institutional and didactical organisation of mathematics education, it is argued that research in mathematics education is responsible for ensuring an inclusive organisation of mathematics education. Eventually, possible ways towards that end as well as fundamental obstacles are discussed.