Experiencing mathematics classes: Ability grouping, gender and the selective development of participative identities

By Y. Solomon. 2007

82 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7a22aaba218f7d6d877665a7594b93c0fda5f7ff

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In Education

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).”
Educational triage and ability-grouping in primary mathematics: a case-study of the impacts on low-attaining pupils (2014, background): “Whilst the literature on ability-grouping in secondary mathematics is quite extensive (e.g. Boaler, 1997; Solomon, 2007; Wiliam and Bartholomew, 2004) particularly in terms of”
Exploring social patterns of participation in university-entrance level mathematics in England (2009, unknown): “The increasing body of research into girls’ attitudes to the study of mathematics (Fennema & Leder, 1990; Jacobs & Bleeker, 2004; Mendick, 2005; Solomon, 2007) suggests that the female participation issue emerges at a much younger age and therefore it would need to be tackled well before these stude”
Constructing and resisting disability in mathematics classrooms: a case study exploring the impact of different pedagogies (2015, background): “Her narrative echoes those of high-achieving girls in other studies who downplay their own ability in mathematics, actively constructing identities that exclude mathematics despite their success (Boaler & Greeno, 2000; Solomon, 2007).”
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…”
Vicious Cycles of Identifying and Mathematizing: A Case Study of the Development of Mathematical Failure (2015, result): “Such an explanation is in line with several studies that point to the responsibility of the mathematical environment in producing students with certain types of mathematical identities (Boaler & Greeno, 2000; Nasir, 2002; Solomon, 2007).”
The Role of School in Adolescents’ Identity Development. A Literature Review (2018, background): “The ethnographic studies by Solomon (2007) and Yi (2013), that are grounded in a sociocultural perspective, together with ethnographic studies by Hoffman (2012) and Barnett (2006) that respectively combine perspectives on identity development or do not explicitly mention one, focus on the link…”
Constructing confidence and identities of belonging in mathematics at the transition to secondary school (2013, background): “For example, Solomon (2007) looks at students’ experiences of mathematics lessons in conjunction with gender and ability grouping.”