Mathematical learning and identity strategies. A case of adult education in brazil

Abstract

This article investigates the Adult Education in Brazil. The research seeks to identify how social identities shape subjects’ mathematical identities and how the development and negotiation of social identity affect interaction in the Teaching-Learning Process in the classroom. Based on qualitative methodology were described scenarios where the social identity updates on mathematic learning and how this identity configures facilitating or blocking elements of the learning. The results demonstrated the relations between the investigated subjects and the mathematical knowledge and how the subjects of the same social and cultural group related to mathematics in different ways taking into consideration information, experience and identity positioning.