Not belonging? What makes a functional learner identity in undergraduate mathematics?

By Y. Solomon. 2007

167 citations recorded by the source corpus.

Subfields: Education, Modeling and Simulation, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/1c73a556c6322337555501a59fa157b53fa41eb3

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Citations in the corpus

Finding a voice? Narrating the female self in mathematics (2012, methodology): “Undergraduate women are correspondingly more likely to berate themselves for “not understanding” (Solomon, 2007a).”
Dealing with ‘fragile identities’: resistance and refiguring in women mathematics students (2011, background): “…to berate themselves for not understanding at levels which are in fact more demanding than those that their male counterparts set for themselves (Solomon 2007b), failing to realise that their sense of ‘not belonging’ is constructed within a learning community which frequently emphasises speed…”
Mathematics and science inequalities in the United Kingdom: when elitism, sexism and culture collide (2011, background): “The greater desire exhibited by girls to understand mathematics and science in depth may be due to a number of factors, ranging from differences in confidence—a finding that has consistently emerged from attitudinal research (Leder, 1982; Hart, 1989; Seegers & Boekaerts, 1996) to the emerging resear”
Safety in numbers: mathematics support centres and their derivatives as social learning spaces (2010, background): “(Seymour and Hewitt 1997, 174) Together with research (Solomon 2007, 2008) which suggests the importance of self-positioning in the undergraduate mathematics community of practice, these studies indicate the value of understanding the impact of dedicated mathematics support centres on student…”
Understanding student learning in context: relationships between university students’ social identity, approaches to learning, and academic performance (2011, background): “The interplay between learning, identity, and context has been investigated in a number of ways in recent years, especially using socio-cultural theories that foreground the socially situated nature of learning (e.g. Engestrom 1999; Greeno 2006; Lave and Wenger 1991; Lea and Street 1998; Robbins and”
Developing a ‘leading identity’: the relationship between students’ mathematical identities and their career and higher education aspirations (2009, background): “In recent years, there has been a growth in research which has focused on mathematical identity as a means of understanding student engagement (and disengagement) with mathematics (Boaler, 2002; Sfard & Prusak, 2005; Solomon, 2007).”
Where learning starts? A framework for thinking about lectures in university mathematics (2010, background): “Solomon [51] distinguishes between learner identities based on speed and performance in assessments and ones based on understanding, and argues that performance-oriented values are often reinforced and understanding-oriented values are undermined by teaching and assessment practice in university mat”