Annotated Bibliography

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

B

• Ball, S. J. (1981) Beachside Comprehensive: a case-study of secondary schooling
• Bartholomew, H. (1999) Setting in stone? How ability grouping practices structure and constrain achievement in mathematics
• Becker, J R (1995) Women’s ways of knowing in mathematics
• Black, L. (2004) Differential participation in whole-class discussions and the construction of marginalised identities
• Boaler, J. (1997) Experiencing school mathematics: teaching styles, sex and setting
• Boaler, J., Wiliam, D. & Brown, M. (2000) Students’ experiences of ability grouping-disaffection, polarisation and the construction of failure
• Buxton, L. (1981) Do You Panic About Maths? Coping with maths anxiety
• Butler, J. (1997) The psychic life of power
  

C

• Cooper, B and Dunne, M. (2000) Assessing children’s mathematical knowledge

D

• Davies, B. (1998) The politics of category membership in early childhood settings
• de Abreu, G. and Cline, T. (2003) School Mathematics and Cultural Knowledge
• Dowling, P. (1998) The sociology of maths education: mathematical myths/pedagogic texts

F

• Francis, B. & Archer, L. (2005) British-Chinese pupils’ constructions of gender and learning

G

• Gillborn, D. & Youdell, D. (2000) Rationing education: policy, practice, reform, and equity

J

• Jones, S. & Myhill, D. (2004) Seeing things differently: teachers’ constructions of underachievement

M

• McLeod, D., B. (1992) Research on affect in mathematics education: a reconceptualisation
• Mendick, H. (2005) A beautiful myth? The gendering of being /doing ‘good at maths’
• Myhill, D. (2002) Bad Boys and Good Girls? Patterns of Interaction and Response in Whole Class Teaching

N

• Newstead, K. (1998) Aspects of Children’s Mathematics Anxiety

R

• Relich, J. (1996) Gender, self-concept and teachers of mathematics: effects on attitudes to teaching and learning

S

• Shaw, J. (1995) Education, gender and anxiety
• Solomon, Y. (2007) Not belonging: What makes a functional learner identity in the undergraduate mathematics community of practice?

W

• Walkerdine, V. (1998) Counting girls out
• Wenger, E. (1998) Communities of practice: learning, meaning and identity
• Woodrow, D (1996) Cultural inclinations towards studying mathematics and sciences

Z

• Zevenbergen, R. (2000) “Cracking the code” of mathematics classrooms: school success as a function of linguistic, social and cultural background
• Zevenbergen, R. (2005) The construction of a mathematical habitus: implications of ability grouping in the middle years