David Pomeroy
Dados Biográficos
| ID | 4413667 |
|---|---|
| NOME | David Pomeroy |
| PRENOMES | David |
| SOBRENOME | Pomeroy |
| ASSINATURA | POMEROY D |
| AFILIAÇÕES | University of Canterbury |
| ORCID | 0000-0003-3187-4942 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAÇÕES | 6 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1975 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 2 |
How secondary mathematics teachers describe and teach ‘ability’ groups
Boys on the margins of mathematics in Finland, Australia, and New Zealand
Despite decades of attention to gender and school mathematics, gender inequalities in participation persist. This paper uses the lens of gender monoglossia to explore how accounts of gender and mathematics differ in three international contexts: Finland, Australia, and New Zealand. Drawing on data from completed studies, we examine normalised performances of masculinity in relation to location, race, and class, and who these constructions exclude…
How Streaming (Tracking) in Eighth Grade Mathematics Reinforces Racialized Social Class Inequalities in Aotearoa New Zealand
In Aotearoa New Zealand stark social class inequities persist between Mori (Indigenous) and Pacific people and the Pkeh (New Zealand European) majority.These inequities are apparent in domains including education, income, health, and incarceration.The article explores the relationship between streaming (tracking) and historically rooted ethnic inequalities in one diverse urban setting.Drawing survey, assessment, and administrative data from 450 e…
For whom is mathematical success compatible with ‘physical’ masculinity? Social class, ethnicity, and imagined futures
There is a problematic but widespread perception that we do mathematics with our minds, and sport and Physical Education (PE) with our bodies. Strong identification with sport and PE could therefore pose a barrier to mathematics learning. I explore this troubling possibility using data from a mixed-methods study of 450 Year Nine students (age 13–14) in three New Zealand schools. The most socially privileged students often described mathematical a…
Educational equity policy as human taxonomy
Descriptions of educational inequality, or ‘gap talk’, require principles of categorisation that divide humans into groups between which a ‘gap’ can exist. The principles used in education equity policies to define groups affect the nature of the educational interventions that these policies propose. Drawing on critical discourse analysis of education policy documents and political speeches, I argue that in New Zealand the dominant categorising p…
Interpreting unproblematic high achievement in mathematics
This article contributes to the long-running discussion about the gendering of mathematics learning by exploring the social biographies of six exceptionally high-attaining mathematics students, four women and two men. In contrast to some prior studies, these students appeared to feel no need to downplay being ‘good at maths’ in order to maintain social credibility with their socially privileged peers. I attempt to make sense of their stories from…
The Depths of Our Souls
Films
Interpreting unproblematic high achievement in mathematics
This article contributes to the long-running discussion about the gendering of mathematics learning by exploring the social biographies of six exceptionally high-attaining mathematics students, four women and two men. In contrast to some prior studies, these students appeared to feel no need to downplay being ‘good at maths’ in order to maintain social credibility with their socially privileged peers. I attempt to make sense of their stories from…
Educational equity policy as human taxonomy
Descriptions of educational inequality, or ‘gap talk’, require principles of categorisation that divide humans into groups between which a ‘gap’ can exist. The principles used in education equity policies to define groups affect the nature of the educational interventions that these policies propose. Drawing on critical discourse analysis of education policy documents and political speeches, I argue that in New Zealand the dominant categorising p…
For whom is mathematical success compatible with ‘physical’ masculinity? Social class, ethnicity, and imagined futures
There is a problematic but widespread perception that we do mathematics with our minds, and sport and Physical Education (PE) with our bodies. Strong identification with sport and PE could therefore pose a barrier to mathematics learning. I explore this troubling possibility using data from a mixed-methods study of 450 Year Nine students (age 13–14) in three New Zealand schools. The most socially privileged students often described mathematical a…
Films
The Depths of Our Souls
Interpreting unproblematic high achievement in mathematics
This article contributes to the long-running discussion about the gendering of mathematics learning by exploring the social biographies of six exceptionally high-attaining mathematics students, four women and two men. In contrast to some prior studies, these students appeared to feel no need to downplay being ‘good at maths’ in order to maintain social credibility with their socially privileged peers. I attempt to make sense of their stories from…
Educational equity policy as human taxonomy
Descriptions of educational inequality, or ‘gap talk’, require principles of categorisation that divide humans into groups between which a ‘gap’ can exist. The principles used in education equity policies to define groups affect the nature of the educational interventions that these policies propose. Drawing on critical discourse analysis of education policy documents and political speeches, I argue that in New Zealand the dominant categorising p…
For whom is mathematical success compatible with ‘physical’ masculinity? Social class, ethnicity, and imagined futures
There is a problematic but widespread perception that we do mathematics with our minds, and sport and Physical Education (PE) with our bodies. Strong identification with sport and PE could therefore pose a barrier to mathematics learning. I explore this troubling possibility using data from a mixed-methods study of 450 Year Nine students (age 13–14) in three New Zealand schools. The most socially privileged students often described mathematical a…
Boys on the margins of mathematics in Finland, Australia, and New Zealand
Despite decades of attention to gender and school mathematics, gender inequalities in participation persist. This paper uses the lens of gender monoglossia to explore how accounts of gender and mathematics differ in three international contexts: Finland, Australia, and New Zealand. Drawing on data from completed studies, we examine normalised performances of masculinity in relation to location, race, and class, and who these constructions exclude…
How Streaming (Tracking) in Eighth Grade Mathematics Reinforces Racialized Social Class Inequalities in Aotearoa New Zealand
In Aotearoa New Zealand stark social class inequities persist between Mori (Indigenous) and Pacific people and the Pkeh (New Zealand European) majority.These inequities are apparent in domains including education, income, health, and incarceration.The article explores the relationship between streaming (tracking) and historically rooted ethnic inequalities in one diverse urban setting.Drawing survey, assessment, and administrative data from 450 e…
How secondary mathematics teachers describe and teach ‘ability’ groups
Sociology (6 obras) · Mathematics education (5 obras) · Psychology (5 obras) · Pedagogy (4 obras) · Epistemology (3 obras) · Gender Studies (3 obras) · Global Educational Policies and Reforms (3 obras) · Inequality (3 obras) · Mathematics (3 obras) · Philosophy (3 obras)