“I would rather die”: Reasons given by 16-year-olds for not continuing their study of mathematics

Research in Mathematics Education

Volumn 10, Issue 1, 2008, Pages 3-18

  Brown, Margaret ^a   Brown, Peter ^a   Bibby, Tamara ^b  

^a KING'S COLLEGE LONDON   (United Kingdom)

^b UNIVERSITY OF LONDON   (United Kingdom)

Author keywords

Attitudes; Participation; Post compulsory

Indexed keywords

EID: 85023653255     PISSN: 14794802     EISSN: 17540178     Source Type: Journal    
DOI: 10.1080/14794800801915814     Document Type: Article

References (40)

1. Armstrong, J.M. 1985. A national assessment of participation and achievement of women in mathematics. In Women and mathematics: Balancing the equation, ed. S.F. Chipman, L.R. Brush, and D.M. Wilson, 59-94. Hillsdale, NJ: Lawrence Erlbaum Associates.
2. Bartholomew, H. 2000. Negotiating identity in the community of the mathematics classroom. Paper presented at the British Educational Research Association Conference, September 7-10, in Cardiff University.
3. Bibby, T. 2002. Shame: An emotional response to doing mathematics as an adult and a teacher. British Educational Research Journal 28, no. 5: 705-721.
4. Bibby, T. in press. The experience of learning in classrooms: Moving beyond Vygotsky. In The psychology of mathematics education: A psychoanalytic displacement, ed. T. Brown, Rotterdam: Sense Publishers.
5. Boaler, J. 1997a. Experiencing school mathematics-teaching styles, sex and setting. Buckingham: Open University Press.
6. Boaler, J. 1997b. Reclaiming school mathematics: The girls fight back. Gender and Education 9, no. 3: 285-305.
7. Boaler, J. 1997c. Setting, social class and the survival of the quickest. British Educational Research Journal 23, no. 5: 575-595.
8. Boaler, J. 2002. Paying the price for ‘sugar and spice’: Shifting the analytical lens in equity research. Mathematical Thinking and Learning 4, no. 2-3: 127-144.
9. Boaler, J., and D. Wiliam. 2001. ‘We’ve still got to learn!’ Students’ perspectives on ability grouping and mathematics achievement. In Issues in mathematics teaching, ed. P. Gates, 77-92. London: Routledge Falmer.
10. Britzman, D. 2003. After-Education: Anna Freud, Melanie Klein, and psychoanalytic histories of learning. Albany, NY: State University of New York Press.
11. Department for Education. 1994. Science and maths: A consultation paper on the supply and demand of newly qualified young people. London: Department for Education.
12. Dick, T.P., and S.F. Rallis. 1991. Factors and influences on high school students’ career choices. Journal for Research in Mathematics Education 22: 281-292.
13. Dweck, C.S. 1986. Motivational processes affecting learning. American Psychologist (Special Issue: Psychological science and education) 41, no. 10: 1040-1048.
14. Dweck, C.S. 2000. Self-Theories: Their role in motivation, personality and development. New York: Psychology Press.
15. Elwood, J. and C. Comber. 1995. Gender differences in ‘A’ level examinations: The reinforcement of stereotypes. Paper presented as part of the symposium - A new ERA? New contexts for gender equality: BERA conference, September, in the University of Bath.
16. Hannula, M. 2002. Attitude towards mathematics: Emotions, expectations and values. Educational Studies in Mathematics 49: 25-46.
17. HM Treasury/DTI/DFES/DH. 2006. Science and innovation investment framework 2004-2014: Next steps. London: Her Majesty’s Stationary Office.
18. Holton, D.A., M. Artigue, and U. Kirchgraber. 2001. The teaching and learning of mathematics at university level: An ICMI study. Dordrecht: Kluwer.
19. Johnston, S. 1994. Choosing mathematics: ‘You need it even if you don’t want to do it’. Australian Journal of Education 38: 233-249.
20. Kyriacou, C., and M. Goulding. 2006. A systematic review of strategies to raise pupils’ motivational effort in Key Stage 4 mathematics. London: EPPI Centre, Institute of Education.
21. Landau, N. R. 1994. Love, hate and mathematics. Unpublished masters thesis, King’s College, University of London.
22. Matthews, A., and D. Pepper. 2005. Evaluation of participation in A level mathematics: Interim report. London: Qualifications and Curriculum Agency.
23. Matthews, A., and D. Pepper. 2007. Evaluation of participation in A level mathematics: Final report. London: Qualifications and Curriculum Agency.
24. Mendick, H. 2006. Masculinities in mathematics. Maidenhead: Open University Press.
25. Nardi, E., and S. Steward. 2003. Is mathematics T.I.R.E.D? A profile of quiet disaffection in the secondary mathematics classroom. British Educational Research Journal 29, no. 3: 345-67.
26. Ofsted. 1994. Science and mathematics in schools: A review. London: Her Majesty’s Stationary Office.
27. Nardi, E., and S. Steward. 2006. Evaluating mathematics provision for 14-19 year-olds. London: Ofsted.
28. Osborne, J., P. Black, J. Boaler, M. Brown, R. Driver, R. Murray et al. 1997. Attitudes to science, mathematics and technology: A review of research. London: King’s College, University of London.
29. Pietch, J., R. Walker, and E. Chapman. 2003. The relationship among self-concept, selfefficacy, and performance in mathematics during secondary school. Journal of Educational Psychology 95, no. 3: 589-603.
30. Roberts, G. 2002. SET for Success: The supply of people with science, technology, engineering and mathematical skills. London: The Stationery Office.
31. Sharp, C., D. Hutchinson, C. Davis, and W Keys. 1996. The take-up of advanced mathematics and science courses: Summary report. London: School Curriculum and Assessment Authority.
32. Smith, A. 2004. Making mathematics count. London: The Stationary Office.
33. Steward, S., and E. Nardi. 2002. “I could be the best mathematician in the world if I actually enjoyed it. I’m 14, and I know that! Why can’t some adult work it out?” Parts I and II. Mathematics Teaching 179: 41-44; .
34. Steward, S., and E. Nardi. Mathematics Teaching 180: 4-9.
35. Stobart, G., T. Bibby, and H. Goldstein. 2005. Moving to two-tier GCSE mathematics examinations: An independent evaluation of the 2005 GCSE pilot and trial. London: Institute of Education, University of London.
36. Tebbutt, M.J. 1993. Sixth formers’ perceptions of A level and degree courses in physics and mathematics. Research in Science and Technological Education 11, no. 1: 27-37.
37. Walkerdine, V. 1998. Counting girls out. London: Falmer Press.
38. Williams, S., and K. Ivey. 2001. Affective assessment and mathematics classroom engagement: A case study. Educational Studies in Mathematics 47: 75-100.
39. Williamson, A. 2004. Take-up ofmathematics beyond GCSE. Unpublished study for the City of York LEA.
40. Woodrow, D. 1996. Cultural inclinations towards studying mathematics and sciences. New Community 22, no. 1: 23-38.