Investigating pupils' images of mathematicians

By Susan H. Picker, J. Berry. 2000

207 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/18ed7d90e05dd76430df55f32c7500480de62c53

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

Constructions of mathematicians in popular culture and learners’ narratives: a study of mathematical and non‐mathematical subjectivities (2010, background): “The power of cultural representations has been acknowledged (Kenway & Bullen, 2001 ), as well as their ‘impact’ on the learning of mathematics (Picker & Berry, 2000 ).”
Why Are Some STEM Fields More Gender Balanced Than Others? (2017, unknown): “Though biology and chemistry are also associated with males (Finson, 2002; Picker & Berry, 2000; Smyth & Nosek, 2015), these fields are perceived to have a significantly lower proportion of men than computer science, engineering, and physics, with mathematics falling in be-tween the two sets of…”
Emotion, identity and teacher learning: becoming a primary mathematics teacher (2007, background): “In relation to mathematics, Ursula shifted from what Povey (1997) describes as a position of silence, or disconnection with mathematics, to a position of author/ity, a belief in her own active role in the construction of mathematical knowledge.”
Identity as a lens to understand learning mathematics: Developing a model. (2008, background): “…it appears that some mathematics teachers who have robust mathematical identities are perceived as being less committed to their pedagogical relationships with students (Picker & Berry, 2000, Grootenboer, 2001), thus they are still limited in their capacity to bridge student and subject.”
The Draw‐An‐Environment Test Rubric (DAET‐R): exploring pre‐service teachers’ mental models of the environment (2010, background): “2004 ) and stereotypical images of mathematicians (Picker and Berry 2000 ).”
Experiential learning theory: the importance of outdoor classrooms in environmental education (2017, background): “…attitudes about elders (Lichtenstein et al., 2005), conceptualization of physical activity in communities (Sharpe, Royce, Greaney, & Fields, 2004), and stereotypical images of mathematicians, scientists, and environmental scientists (Chambers, 1983; Picker & Berry, 2000; Thomas & Hairston, 2003).”
The Influence of Students` Perceptions on Mathematics Performance. A Case of a Selected High School in South Africa (2014, background): “There are several studies that focus on investigating the perceptions that students have about mathematics itself (Picker & Berry, 2000; Rensaa 2006; Aguilar, 2012; Moreau, Mendick & Epstein, 2010).”
Images, Anxieties, and Attitudes toward Mathematics (2013, unknown): “It also has the image of being remote (distant) and inaccessible (not possible to reach) to all, but a few extra-ordinary human beings with ‘mathematical minds’ (Buerk, 1982; Buxton, 1981; Ernest, 1996; Picker & Berry, 2000).”