Developing a ‘leading identity’: the relationship between students’ mathematical identities and their career and higher education aspirations
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Entering a dialogue with adolescents and discussing the importance and implications of what they learned in school for their personal development may help adolescents to connect what is taught in school to their out-of-school daily lives.
“Furthermore, several articles departing from different perspectives on identity development suggest that entering a dialogue with adolescents and discussing the importance and implications of what they learned in school for their personal development may help adolescents to connect what is taught in school to their out-of-school daily lives (Black et al. 2010; Brickhouse et al. 2000; Flum and”
From The Role of School in Adolescents’ Identity Development. A Literature Review (2019) · cites this paper as Black et al. 2010
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- Authors
- Black, L., Williams, J., Hernandez-Martinez, P., Davis, P., Pampaka, M., & Wake, G.
- Affiliations
- University of Manchester (GB)
- Corresponding author
- Black, Laura
- Venue
- Educational Studies in Mathematics
- Published
- 2009-11-25
- Volume
- 73
- Issue
- 1
- Pages
- 55-72
- ISSN
- 0013-1954 (ISSN-L)
- 1573-0816
- OpenAlex
- W2087190663
- Cited by
- 119
- References
- 31
- Citations by year
- 2026: 6 · 2025: 4 · 2024: 9 · 2023: 12 · 2022: 10 · 2021: 6 · 2020: 6 · 2019: 9 · 2018: 9 · 2017: 4 · 2016: 12 · 2015: 8 · 2014: 6 · 2013: 7 · 2012: 5
- FWCI
- 4.66
- Type
- journal article
- Language
- en
- Open access
- green
- dspace.lboro.ac.uk
- Licence
- cc-by-nc-nd
- www.springer.com/tdm (tdm)
- Locations
- Educational Studies in Mathematics (publishedVersion)
- Research Explorer (The University of Manchester) (publishedVersion)
- Loughborough University Institutional Repository (Loughborough University) (submittedVersion, cc-by-nc-nd)
- Loughborough University Research Repository (Loughborough University) (submittedVersion, cc-by-nc-nd)
- Funders
- Economic and Social Research Council (RES-139-25-0241, ES/F03833X/1)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Developmental and Educational Psychology › Psychology of Development and Education
- Social Sciences › Safety Research › Career Development and Diversity
- Keywords
- mathematical identity, leading activity, cultural-historical activity theory, career aspirations, higher education aspirations, student motivation, identity construction, mathematics education, post-compulsory education, use value, exchange value
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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