Researching Identity in Mathematics Education: The Lay of the Land

By Peter Grootenboer, Tracey J. Smith, Thomas Lowrie. 2006

68 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8124dad8961b30741fb47e94aa98a983a497e300

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. G. Lomas
2. Lisa Darragh
3. Catherine Attard
4. Peter Grootenboer
5. Brian Hemmings

Citations in the corpus

• Constructing confidence and identities of belonging in mathematics at the transition to secondary school (2013, background): “A socio-cultural perspective foregrounds the interactions between the individual, culture and society (Grootenboer et al., 2006).”
• Identity as a lens to understand learning mathematics: Developing a model. (2008, unknown): “There are clear epistemological differences between these perspectives, but Grootenboer, Lowrie and Smith (2006) suggested that the plurality of theoretical lenses may indeed provide a richer and more comprehensive understanding of the issues of identity in mathematics education.”
• The affective domain and mathematics education (2012, background): “Ingram, N. (2007). A story of a student fulfilling a role in the mathematics classroom.”