The intersection of girls' mathematics and peer group positionings in a mathematics' classroom

International audienceThis research paper reports the intersection between mathematics identity and the peer positioning of high attainment girls in a particular mathematics' classroom in Chile. Following an ethnographic approach, we explore how this intersection mediates girls' perceptions of what mathematics is and how it is supposed to be done/practised. The main finding is that different female 'peer' group processes and identities appeared to mediate different mathematical positional identities. The discourse models of maturity/immaturity, compli-ance/resistance and effort/effortlessness appear to be crucial in mediating peer processes – these are used to define membership and identity of the peer group (including relations with boys) and also mediate girls' positioning in mathematics