Citations (27)
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Lisa O’Keeffe, Carolyn Clarke, Sarah McDonald & Barbara Comber. (2023) Mathematics homework and the potential compounding of educational disadvantage. British Journal of Sociology of Education 44:7, pages 1144-1160.
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Samiullah & Sham Haidar. (2023) English Writing and Social Stratification in Pakistan: Exploring the Role of SES on Students’ Writing. Reading & Writing Quarterly 39:4, pages 318-333.
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Pete Wright, Tiago Carvalho & Alba Fejzo. (2022) Visible mathematics pedagogy: A model for transforming classroom practice. Educational Action Research 30:2, pages 168-191.
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Pete Wright, Alba Fejzo & Tiago Carvalho. (2022) Challenging inequity in mathematics education by making pedagogy more visible to learners. International Journal of Mathematical Education in Science and Technology 53:2, pages 444-466.
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Pete Wright. (2020) Visible and socially-just pedagogy: implications for mathematics teacher education. Journal of Curriculum Studies 52:6, pages 733-751.
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. (2020) The Janet Duffin Award for 2019. Research in Mathematics Education 22:3, pages 231-232.
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. (2020) The Janet Duffin Award for 2018. Research in Mathematics Education 22:3, pages 229-230.
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Stuart Tannock. (2020) The oil industry in our schools: from Petro Pete to science capital in the age of climate crisis. Environmental Education Research 26:4, pages 474-490.
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Bent Sortkaer. (2019) Cultural capital and the perception of feedback. British Journal of Sociology of Education 40:5, pages 647-663.
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Keith Jones, Laura Black & Alf Coles. (2019) Marking 21 years of Research in Mathematics Education. Research in Mathematics Education 21:1, pages 1-5.
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Sue Gifford. (2019) The Janet Duffin Award for 2016. Research in Mathematics Education 21:1, pages 105-105.
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Sophina Choudry & Julian Williams. (2017) Figured Worlds in the Field of Power. Mind, Culture, and Activity 24:3, pages 247-257.
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Michael J. Reiss & Tamjid Mujtaba. (2017) Should we embed careers education in STEM lessons?. The Curriculum Journal 28:1, pages 137-150.
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Articles from other publishers (14)
Tim Jay & Jo Rose. 2023. Parental Engagement and Out-of-School Mathematics Learning. Parental Engagement and Out-of-School Mathematics Learning
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Pete Wright, Alba Fejzo & Tiago Carvalho. (2021) Progressive pedagogies made visible: Implications for equitable mathematics teaching. The Curriculum Journal 33:1, pages 25-41.
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Jeffery Quaye & David Pomeroy. (2021) Social class inequalities in attitudes towards mathematics and achievement in mathematics cross generations: a quantitative Bourdieusian analysis. Educational Studies in Mathematics 109:1, pages 155-175.
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Eva Jablonka & Christer Bergsten. 2022. Practice-Oriented Research in Tertiary Mathematics Education. Practice-Oriented Research in Tertiary Mathematics Education
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Susie M. Cohen, Zahra Hazari, Jonathan Mahadeo, Gerhard Sonnert & Philip M. Sadler. (2021) Examining the effect of early STEM experiences as a form of STEM capital and identity capital on STEM identity: A gender study. Science Education 105:6, pages 1126-1150.
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Pete Wright. (2020) Transforming mathematics classroom practice through participatory action research. Journal of Mathematics Teacher Education 24:2, pages 155-177.
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Julie Moote, Louise Archer, Jennifer DeWitt & Emily MacLeod. (2020) Science capital or STEM capital? Exploring relationships between science capital and technology, engineering, and maths aspirations and attitudes among young people aged 17/18. Journal of Research in Science Teaching 57:8, pages 1228-1249.
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Paul Hernandez-Martinez. 2020. Mathematical Modelling Education and Sense-making. Mathematical Modelling Education and Sense-making
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Pauline Vos, Paul Hernandez-Martinez & Peter Frejd. 2020. Mathematical Modelling Education and Sense-making. Mathematical Modelling Education and Sense-making
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Eduardo Chaves-Barboza, José-Antonio Marín-Marín, Ana-Paula Sarmento-dos-Santos & Juan-Manuel Trujillo-Torrres. (2019) Student Absenteeism in Mathematics Lessons: Social Variables in the PGS of Namibe. Education Sciences 9:2, pages 130.
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Mark Boylan, Gill Adams, Mike Coldwell, Ben Willis & Sean Demack. (2018) Theorising variation in engagement in professional and curriculum development: performativity, capital, systems and purpose. Review of Education 6:3, pages 360-407.
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Laura Black & Julian Williams. (2016) Introduction to the Special Issue on the transition to mathematically demanding programmes in higher education. Teaching Mathematics and its Applications 35:3, pages 111-117.
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Laura Black & Paul Hernandez-Martinez. (2016) Re-thinking science capital: the role of ‘capital’ and ‘identity’ in mediating students’ engagement with mathematically demanding programmes at university. Teaching Mathematics and its Applications 35:3, pages 131-143.
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Tony Brown, Yvette Solomon & Julian Williams. (2016) Theory in and for mathematics education: in pursuit of a critical agenda. Educational Studies in Mathematics 92:3, pages 287-297.
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