The Construction of Identity in Secondary Mathematics Education

By Jo Boaler, Dylan Wiliam *, R. Zevenbergen. 2000

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The calculus student: insights from the Mathematical Association of America national study (2013, background): “Broadly, these factors pertain to (a) a strong sense of community and self-perception of identity with that community,[7,8] (b) departmental or institutional supports for learning [9,10] and (c) instructional behaviours that meet students’ intellectual needs, promote greater learning and develop stu”
‘Slaughtering this beautiful math’: graduate women choosing and leaving mathematics (2004, background): “…enter and construct the joint enterprise), they learn how to behave like mathematicians (they enter and construct the shared repertoire), and they develop a sense of belonging within the discipline (they engage mutually with the other community members) (Boaler et al., 2000; Herzig, forthcoming).”
It's not which school but which set you're in that matters: the influence of ability grouping practices on student progress in mathematics (2004, result): “Echoing the results of our earlier paper (Boaler et al 2000), it appears that the most pernicious effects of setting may not be necessary consequences of grouping students by ability, but appear when teachers use traditional, teacher-directed whole-class teaching.”