Citations (37)
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R. Taylor McNeill, Luis A. Leyva & Brittany Marshall. (2022) “They’re just students. There’s no clear distinction”: A critical discourse analysis of color-evasive, gender-neutral faculty discourses in undergraduate calculus instruction. Journal of the Learning Sciences 31:4-5, pages 630-672.
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Jo Towers, Jennifer Hall, Tina Rapke, Lyndon C. Martin & Heather Andrews. (2017) Autobiographical Accounts of Students' Experiences Learning Mathematics: A Review. Canadian Journal of Science, Mathematics and Technology Education 17:3, pages 152-164.
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German Alonso Moreno. (2015) Making meaning about educational experiences through participatory action research: a project conducted with adults enrolled in a community college mathematics course. Educational Action Research 23:2, pages 178-193.
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Caroline Yoon, Barbara Kensington-Miller, Jamie Sneddon & Hannah Bartholomew. (2011) It's not the done thing: social norms governing students’ passive behaviour in undergraduate mathematics lectures. International Journal of Mathematical Education in Science and Technology 42:8, pages 1107-1122.
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Hannah Bartholomew, Lisa Darragh, Fiona Ell & Jeanette Saunders. (2011) ‘I’m a natural and I do it for love!’: exploring students’ accounts of studying mathematics. International Journal of Mathematical Education in Science and Technology 42:7, pages 915-924.
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Marie‐Pierre Moreau, Heather Mendick & Debbie Epstein. (2010) Constructions of mathematicians in popular culture and learners’ narratives: a study of mathematical and non‐mathematical subjectivities. Cambridge Journal of Education 40:1, pages 25-38.
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Rosemary Cann. (2009) Girls’ participation in post‐16 mathematics: a view from pupils in Wales. Gender and Education 21:6, pages 651-669.
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Heather Mendick. (2005) A beautiful myth? The gendering of being/doing ‘good at maths’. Gender and Education 17:2, pages 203-219.
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Natasha Speer, Timothy Gutmann & TeriJ. Murphy. (2005) Mathematics Teaching Assistant Preparation And Development. College Teaching 53:2, pages 75-80.
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Heather Mendick. (2005) Mathematical stories: why do more boys than girls choose to study mathematics at AS‐level in England?. British Journal of Sociology of Education 26:2, pages 235-251.
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Carmel M. Diezmann & James J. Watters. (2002) The Importance of Challenging Tasks for Mathematically Gifted Students. Gifted and Talented International 17:2, pages 76-84.
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Susie Mackenzie. (2002) Can we Make Maths Count at HE?. Journal of Further and Higher Education 26:2, pages 159-171.
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Articles from other publishers (25)
Felicia Jaremus, David Pomeroy & Tiina Luoma. (2024) Boys on the margins of mathematics in Finland, Australia, and New Zealand: rethinking gendered binaries. International Journal of Educational Research 123, pages 102276.
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Jennifer Hall, Travis Robinson, Jennifer Flegg & Jane Wilkinson. (2020) First-year and final-year undergraduate students’ perceptions of university mathematics departments. Mathematics Education Research Journal 34:2, pages 189-214.
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Felicia Jaremus. (2020) When girls do masculinity like boys do: establishing gender heteroglossia in school mathematics participation. Mathematics Education Research Journal 33:4, pages 713-731.
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Alexander S. Moore. (2020) Queer identity and theory intersections in mathematics education: a theoretical literature review. Mathematics Education Research Journal 33:4, pages 651-687.
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Weverton Ataide Pinheiro. (2021) Dismantling the ‘All-Boys Club’ A Narrative of Contradictions Women Experience in PhD Mathematics Programs: A Freirean Approach. International Electronic Journal of Mathematics Education 16:3, pages em0652.
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Felicia Jaremus, Jennifer Gore, Elena Prieto-Rodriguez & Leanne Fray. (2020) Girls are still being ‘counted out’: teacher expectations of high-level mathematics students. Educational Studies in Mathematics 105:2, pages 219-236.
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C. Abigail Stayart, Patrick D. Brandt, Abigail M. Brown, Tamara Dahl, Rebekah L. Layton, Kimberly A. Petrie, Emma N. Flores-Kim, Christopher G. Peña, Cynthia N. Fuhrmann & Gabriela C. Monsalve. (2020) Applying inter-rater reliability to improve consistency in classifying PhD career outcomes. F1000Research 9, pages 8.
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