Image of mathematics: A case study of two women's early mathematics experiences

Abstract

People often view mathematics as abstract, cold, and irrelevant to real life, and their school experiences likely influence such views. In this case study, we investigated the mathematics experiences of two women who participated in an afterschool girls‐only STEM club 30 years ago when they were in fifth and sixth grades. We explored how the participants' early in‐ and out‐of‐school experiences informed their images of mathematics. We collected data through a survey, focus group interviews, and individual interviews. We employed oral history methods in interviews to grant participants a significant degree of freedom to retrospectively recount and reconstruct their experiences. Through a (dis)continuities lens, the findings reveal that individuals' images of mathematics are dynamic and strongly linked to their learning experiences across various contexts, extending beyond traditional school settings. We recommend that educators bridge out‐of‐school practices with in‐school mathematics learning by introducing approaches that deviate from stereotypical models. Additionally, we encourage educators to reconsider mathematics learning goals, aiming to help students perceive mathematics as a normal facet of human practices.