Citations (111)
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Evelyn Abagayle Boyd, Kelly Best Lazar & Matthew Voigt. (2023) Humanizing geoscience education research through participant-driven visual representation. Journal of Geoscience Education 0:0, pages 1-9.
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Lucy Rycroft-Smith. (2023) Conceptions and consequences of mathematical argumentation, justification, and proof. Research in Mathematics Education 0:0, pages 1-7.
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Sally Ann Jones & Mark Fifer Seilhamer. (2022) Girls Becoming Mathematicians: Identity and Agency in the Figured World of the English-Medium Primary School. Journal of Language, Identity & Education 21:5, pages 330-346.
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Zumrad Kataeva. (2022) Gender and the navigation of STEM careers in higher education institutions: Narratives of female faculty in post-Soviet Tajikistan. Compare: A Journal of Comparative and International Education 0:0, pages 1-19.
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Laurie H. Rubel, Beth Herbel-Eisenman, Lee Melvin Peralta, Vivian Lim, Shiyan Jiang & Jennifer Kahn. (2022) Intersectional feminism to reenvision mathematical literacies & precarity. Research in Mathematics Education 24:2, pages 224-248.
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Laurie H. Rubel, Michal Ayalon & Juhaina A. Shahbari. (2022) Sequencing & selecting solutions in a gendered world. Mathematical Thinking and Learning 0:0, pages 1-23.
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Julie Moote, Louise Archer, Jennifer DeWitt & Emily MacLeod. (2021) Who has high science capital? An exploration of emerging patterns of science capital among students aged 17/18 in England. Research Papers in Education 36:4, pages 402-422.
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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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Emer Smyth & Merike Darmody. (2009) ‘Man enough to do it’? Girls and non‐traditional subjects in lower secondary education. Gender and Education 21:3, pages 273-292.
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Katherine Hodgetts. (2008) Underperformance or ‘getting it right’? Constructions of gender and achievement in the Australian inquiry into boys’ education. British Journal of Sociology of Education 29:5, pages 465-477.
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Yvette Solomon. (2007) Not belonging? What makes a functional learner identity in undergraduate mathematics?. Studies in Higher Education 32:1, pages 79-96.
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Annica Andersson, Trine Foyn, Anita Movik Simensen & David Wagner. (2023) Storylines in Voices of Frustration: Implications for Mathematics Teacher Education in Changing Times. Education Sciences 13:8, pages 816.
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Daniel Mackin Freeman & Dara Shifrer. (2022) Arts for Whose Sake? Arts Course-taking and Math Achievement in US High Schools. Sociological Perspectives 66:2, pages 226-245.
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Anne Güç & David Kollosche. (2021) Zur Identität von Mathematiklernenden im schülerzentrierten UnterrichtMathematics Learner Identity in Student-Centred Teaching. Journal für Mathematik-Didaktik 43:2, pages 231-254.
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Annica Andersson, Ulrika Ryan, Beth Herbel-Eisenmann, Hilja Lisa Huru & David Wagner. (2022) Storylines in public news media about mathematics education and minoritized students. Educational Studies in Mathematics 111:2, pages 323-343.
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Melissa Andrade-Molina, Alex Montecino & Luz Valoyes-Chávez. (2022) Desde la normalidad a la producción de la diversidad en educación matemática. Revista Colombiana de Educación:86, pages 343-364.
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Darinka Radovic. (2022) Traduciendo discursos sobre equidad de género en intervenciones escolares: conflictos entre la visibilidad/invisibilidad del género y la construcción de habilidades matemáticas. Revista Colombiana de Educación:86, pages 277-304.
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