Le Triparty en la science des nombres by Nicolas Chuquet, Aristide Marre (ed.)

By Nicolas Chuquet, Aristide Marre (ed.)

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I think the kind of working culture and job will suit me well, getting to travel a lot and live in the city (. ) I think I will have a lot of opportunities later on if I study business (Louise, upper secondary school) Louise presents an example of how the students construct a narrative by relating themselves to their expectations of what kind of future they could see becoming available through this particular study programme. During most of the interview, Louise explained how physics was her favourite course, especially the abstract parts, but, contrary to business, Louise found it hard to see any attractive identity if she were choosing a STEM programme at higher education: I’ve always thought I was going to study engineering, physics or nanotechnology or something.

Student and the student’s surroundings consider as a proper match for the particular student: We begin with the premise that identities are lived in and through activity and must be conceptualized as they develop in social practice. But we are also interested in identities as psychohistorical formations that develop over a person’s lifetime, populating intimate terrain and motivating social life. (Holland et al. 1998, p. 5) We now turn to how the culturally embedded stability in students’ identities affects students’ choices.

2010; DeWitt et al. 2011). Utility Value Utility value concerns how helpful a certain educational option is in reaching external goals, such as admission to higher education or entry to a future career. Physics in upper secondary school may have high utility value for students who hope to gain entry to medical school, even if they have no personal interest in the subject. Utility for future careers often emerges as an important reason for choosing these subjects in upper secondary school (Angell et al.

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