'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

Volumn 42, Issue 7, 2011, Pages 915-924

  Bartholomew, Hannah ^a   Darragh, Lisa ^b   Ell, Fiona ^b   Saunders, Jeanette ^c  

^a SHEFFIELD HALLAM UNIVERSITY   (United Kingdom)

^b UNIVERSITY OF AUCKLAND   (New Zealand)

^c Department of Mathematics   (New Zealand)

Author keywords

Discourse; Identity; Tertiary mathematics education

Indexed keywords

EID: 80053535859     PISSN: 0020739X     EISSN: 14645211     Source Type: Journal    
DOI: 10.1080/0020739X.2011.608863     Document Type: Article

References (15)

1. B. Barton and L. Sheryn, The mathematical needs of secondary teachers, Int. J. Math. Educ. Sci. Tech. 40 (2009), pp. 101-108.
2. S.K. Damarin, The mathematically able as a marked category, Gend. Educ. 12 (2000), pp. 69-85.
3. J. Boaler, The development of disciplinary relationships: Knowledge, practice and identity in mathematics classrooms, Learn. Math. 22 (2002), pp. 42-47.
4. L. Black, J. Williams, P. Hernandez-Martinez, P. Davis, M. Pampaka, and G. Wake, Developing a 'leading identity': The relationship between students' mathematical identities and their career and higher education aspirations, Educ. Stud. Math. 73 (2002), pp. 55-72.
5. J. Boaler, D. Wiliam, and R. Zevenbergen, The construction of identity in secondary mathematics education, Paper presented at the International Mathematics Education and Society Conference, Montechoro, Portugal, 2000.
6. R. Kaasila, Mathematical biography and key rhetoric, Educ. Stud. Math. 66 (2007), pp. 373-384.
7. H. Mendick, M.-P. Moreau, and D. Epstein, Special cases: Neoliberalism, choice, and mathematics, in Mathematical Relationships in Education: Identities and Participation, L. Black, H. Mendick, and Y. Solomon, eds., Routledge, New York, 2009, pp. 74-90.
8. M. Rodd and H. Bartholomew, Invisible and special: Young women's experiences as undergraduate mathematics students, Gend. Educ. 18 (2006), pp. 35-50.
9. Y. Solomon, Theorising fragile identities: What can we learn from mathematics students? Paper presented at the 2nd Conference in Socio-cultural Theory, Manchester, 2007.
10. J.P. Gee, Identity as an analytic lens for research in education, Rev. Res. Educ. 25 (2000), pp. 99-125.
11. W. Hollway and T. Jefferson, Doing Qualitative Research Differently: Free Association, Narrative and the Interview Method, Sage, London, 1997.
12. W. Hollway and T. Jefferson, Eliciting narrative through the in-depth interview, Qual. Inq. 3 (1997), pp. 53-70.
13. H. Mendick, Mathematical stories: Why do more boys than girls choose to study mathematics at AS-level in England? Brit. J. Soc. Educ. 26 (2005), pp. 235-251.
14. M. Foucault, The Archaeology of Knowledge, Tavistock, London, 1972.
15. D. Epstein, H. Mendick, and M.-P. Moreau, Imagining the mathematician: Young people talking about popular representations of maths, Discourse: Stud. Cultur. Polit. Educ. 31 (2010), pp. 56.