Mathematical Literacy: Developing Identities of Inclusion

By Y. Solomon. 2008

113 citations recorded by the source corpus.

Subfields: Applied Mathematics, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/dc7fbda7ffb4201aab272de35d6241e9388b4267

How researchers see this paper

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

In Applied Mathematics

1. H. Roos
2. Einat Heyd‑Metzuyanim
3. May Tan
4. J. Bishop
5. T. Croft
6. D. Lawson
7. Y. Solomon

In Education

1. J. Williams
2. Y. Solomon
3. Einat Heyd‑Metzuyanim
4. H. Roos
5. T. Croft
6. D. Lawson
7. J. Bishop
8. May Tan

In Statistics and Probability

1. H. Roos
2. Einat Heyd‑Metzuyanim
3. May Tan
4. J. Bishop
5. T. Croft
6. D. Lawson
7. G. Wake
8. Maria Pampaka

Citations in the corpus

• 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…”
• Mathematics and science teachers’ beliefs and practices regarding the teaching of language in content learning (2011, background): “These factors decrease students’ ability to participate fully in developing mathematics and science discourse, and in becoming fully literate members of these scientific communities (Roth & Tobin. 2007; Solomon, 2009).”
• Inclusion in mathematics education: an ideology, a way of teaching, or both? (2018, methodology): “In mathematics education, the notion of inclusion is used in curriculum documents, in research and among teachers (e.g., Askew, 2015; Solomon, 2009).”
• Developing a ‘leading identity’: the relationship between students’ mathematical identities and their career and higher education aspirations (2009, background): “…as ‘hard’ or ‘challenging’, which we have seen Mary and Lee draw on, serve to maintain this status and enable its use as a selection mechanism (e.g. to define who can progress in certain subjects or to highly valued university courses and institutions and who cannot) (Solomon, 2008; Mendick, 2006).”
• Finding a voice? Narrating the female self in mathematics (2012, background): “Her contribution to our analysis of the impact of space is described in Solomon et al. (2010). Roz had gained a first-class degree and had been successful in gaining a place to study at master's level at a”
• Vicious Cycles of Identifying and Mathematizing: A Case Study of the Development of Mathematical Failure (2015, background): “…a sociocultural look at forms of participation in mathematical learning have often focused on students’ identities and the way those identities develop in relation to the classroom culture (Boaler & Greeno, 2000; Cobb, Gresalfi, & Hodge, 2009; Horn, 2008; Lim, 2008; Nasir, 2002; Solomon, 2009).”
• Dealing with ‘fragile identities’: resistance and refiguring in women mathematics students (2011, background): “…least more readily, not only during the compulsory school years (Bartholomew 1999; Boaler 1997; Boaler, Wiliam, and Brown 2000; Solomon 2007a), but also within sixth form and Higher Education settings, where, in the UK, studying mathematics is a matter of choice (Mendick 2005; Solomon 2007b, 2008).”
• "She's Always Been the Smart One. I've Always Been the Dumb One": Identities in the Mathematics Classroom (2012, background): “…within mathematics education whose work focuses on students of color or other underrepresented populations explore the enactment of identity with respect to tracking, racism and race, culture, gender, and class (Berry, 2008; Martin, 2000, 2006; Solomon, 2009; Spencer, 2009; Walshaw, 2005, n.d.).”