Dealing with ‘fragile identities’: resistance and refiguring in women mathematics students

Solomon, Yvette; Lawson, Duncan; Croft, Tony

doi:10.1080/09540253.2010.512270

Cited by 39 publications

(30 citation statements)

References 11 publications

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“…Solomon et al (2011) found that women reported less positive relationships with their tutors than men, but that four other factors, two of which related to "gendered roles in the learning context" (positive attitudes towards group work and a willingness to ask questions in class) showed no gender differences. These larger-scale results suggest that observed classroom incidents are striking, but may not reflect systematic gender differences in preferred pedagogy or contribution.…”

Section: Introductionmentioning

confidence: 79%

“…These are important findings because many researchers have claimed that men and women have different pedagogical preferences, and that therefore mathematical experiences are gendered (e.g., Becker 1995;Boaler 1997;Rodd & Bartholomew 2006;Solomon et al 2011). Our findings suggest that this claim is valid, but also that it is misleading because it directs attention to a variable that does not provide the most predictive power.…”

Section: Discussionmentioning

confidence: 99%

“…Solomon et al (2011) (Barrett & Lally 1999), whereas others have found the reverse (Jackson, Ervin, Gardner, & Schmitt 2001). In a calculus course, Inglis, Palipana, Trenholm, and Ward (2011) found that male undergraduates more often watched recordings of lectures online than females.…”

Section: Introductionmentioning

confidence: 96%

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Achievement and behaviour in undergraduate mathematics: personality is a better predictor than gender

Alcock

Attridge

Kenny

et al. 2014

Research in Mathematics Education

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We investigated two factors that predict students' achievement and behaviour in undergraduate mathematics: gender and personality. We found that gender predicted students' achievement and behaviour when considered in isolation, but ceased to be predictive when personality profiles were taken into account. Furthermore, personality accounted for significantly more variance in undergraduates' achievement and behaviour than did gender, but the converse was not the case. We therefore argue that personality provides the more productive lens through which to understand the behaviour of undergraduate mathematics students. We relate this finding to recent research emphasising gender differences in mathematics education, and suggest that researchers wishing to promote equity in participation at and beyond the undergraduate level should consider shifting their focus to individual differences in personality.

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Section: Introductionmentioning

confidence: 79%

Section: Discussionmentioning

confidence: 99%

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Achievement and behaviour in undergraduate mathematics: personality is a better predictor than gender

Alcock

Attridge

Kenny

et al. 2014

Research in Mathematics Education

View full text Add to dashboard Cite

show abstract

“…Focusing less on deficit and more on learner identity, other accounts consider socio-emotional context in terms of the negative effect of the transfer from small classes and close teacher-student contact at school or college to impersonal lecture-based teaching (Wiliam, 2005). On a related theme, relationships with peers and with tutors can be a critical factor in whether or not students express positive attitudes to university study (Solomon, Lawson & Croft, 2011). While Mathematics Support Centres were primarily introduced to provide support for learning in terms of content, Solomon, Croft & Lawson (2010) reported that the spaces that such centres provided had the potential to generate a collaborative ethos which went beyond emotional support to incorporate perceptions of mathematics as a constructive and participative endeavour.…”

Section: Introduction: Undergraduate Disengagement From Mathematicsmentioning

confidence: 99%

Understanding undergraduate disengagement from mathematics: Addressing alienation

Solomon

Croft

2016

International Journal of Educational Research

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This paper explores the phenomenon of student disengagement from university mathematics through the lens of Marx's concept of alienation. Distinguishing between alienation as an objective relationship and the subjective state of disaffection, it argues that dominant modes of teaching in the English school system produce alienated relationships with mathematics, including among successful students, which university teaching does not necessarily reverse. Drawing on interviews with 15 second-year mathematics single major students from 4 universities, in which they explain their experiences of university mathematics, we argue that 'undoing' alienation and enhancing engagement at university rests on the development of new relationships with mathematics through greater support for students' developing confidence in independent mathematical judgement.

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“…Several researchers have described how the enthusiasm for mathematics with which students enter higher education is, for many, short-lived [e.g., [1][2][3]. Students of many disciplines find the transition to university study difficult, but it would appear that moving into, and through, single honours mathematics courses presents particular challenges.…”

Section: Introductionmentioning

confidence: 99%

Can peer assisted learning be effective in undergraduate mathematics?

Duah

Croft

Inglis

2013

International Journal of Mathematical Education in Science and

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We report the implementation and evaluation of a 'peer assisted learning' (PAL) scheme designed to reduce the so-called "cooling off" phenomenon in undergraduate mathematics. "Cooling off" occurs when mathematics undergraduates lose motivation and interest in their studies, despite having previously actively chosen to study it at higher levels. We found that, despite concerns about the novel didactic contract inherent in PAL schemes, a majority of students chose to engage with the scheme, and that the student leaders of the PAL sessions were generally capable of implementing a student-centred pedagogy. Furthermore we found that students who attended the PAL sessions had higher achievement in their final examinations, even after controlling for their lecture attendance and prior attainment. We conclude by arguing that PAL may provide a useful mechanism for reducing the prevalence of the "cooling off" phenomenon in some -but not all -groups of mathematics students.

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Dealing with ‘fragile identities’: resistance and refiguring in women mathematics students

Cited by 39 publications

References 11 publications

Achievement and behaviour in undergraduate mathematics: personality is a better predictor than gender

Achievement and behaviour in undergraduate mathematics: personality is a better predictor than gender

Understanding undergraduate disengagement from mathematics: Addressing alienation

Can peer assisted learning be effective in undergraduate mathematics?

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