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Current report

Women teachers' experiences of learning mathematics

Pages 87-88 | Published online: 04 Feb 2013

References

  • Day , C. and Kington , A. 2008 . Identity, well-being and effectiveness: The emotional contexts of teaching . Pedagogy, Culture and Society , 16 ( 1 ) : 7 – 23 . doi: 10.1080/14681360701877743
  • Goodson , I.F. and Sikes , P. 2001 . Life history research in educational settings: Learning from lives , Maidenhead : Open University Press .
  • Mendick , H. 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 ) : 235 – 51 . doi: 10.1080/0142569042000294192
  • Mockler , N. 2011 . Beyond ‘what works’: Understanding teacher identity as a practical and political tool . Teachers and Teaching: Theory and Practice , 17 ( 5 ) : 517 – 28 . doi: 10.1080/13540602.2011.602059
  • Solomon , Y. 2007 . Not belonging? What makes a functional learner identity in undergraduate mathematics? . Studies in Higher Education , 32 ( 1 ) : 79 – 96 . doi: 10.1080/03075070601099473
  • Williams , J. 2011 . Teachers telling tales: The narrative mediation of professional identity . Research in Mathematics Education , 13 ( 2 ) : 131 – 42 . doi: 10.1080/14794802.2011.585825

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