Learning about 'learning identities' in the school arithmetic practice: The experience of two young minority Gypsy girls in the Greek context of education

Abstract

The present study explores the experience of two young Gypsy girls in solving school arithmetic tasks in interaction with an adult who supports their participation. Along with learning the use of arithmetic tools, a basic element concerning the experience of the two girls as they try to gain entry into the school practice is learning about developing relevant 'learning identities'. Analysis of the girls' interaction with an adult identifies that the type of 'learning identities' required involve at least two dimensions: (a) learning to value the use of formal arithmetic tools, and (b) learning about relevant ways of behaving in the school mathematics practice.