Exploring socially just pathways to curiosity, joy, struggle and success in mathematics learning
David uses approaches from sociology and gender studies to examine the relationship between who we are (in particular our social class, ethnicity and gender) and which school subjects we like and do well in. As a former secondary mathematics teacher, he is especially interested in educational inequalities in mathematics learning and in ways of teaching that enable more students to experience curiosity, joy, struggle and success in mathematics.
His current research has two main streams:
1) Collaborating with secondary mathematics departments that are transitioning to mixed 'ability' classes to make the transition successful for students and teachers;
2) Working with Maths Craft NZ to better understand the educational potential of craft-based mathematics learning to make mathematics more accessible and rewarding
- McLeod JC., Wilson PL., Pomeroy D. and Alderton J. (2022) Crafting connections in post-COVID classrooms: learning university mathematics through craft. International Journal of Mathematical Education in Science and Technology 53(3): 728-737. http://dx.doi.org/10.1080/0020739X.2021.1984597.
- Quaye J. and Pomeroy D. (2022) Social class inequalities in attitudes towards mathematics and achievement in mathematics cross generations: a quantitative Bourdieusian analysis. Educational Studies in Mathematics 109(1): 155-175. http://dx.doi.org/10.1007/s10649-021-10078-5.
- Pomeroy D. (2021) For whom is mathematical success compatible with ‘physical’ masculinity? Social class, ethnicity, and imagined futures. British Journal of Sociology of Education 42(3): 323-338. http://dx.doi.org/10.1080/01425692.2021.1888280.
- Pomeroy D. (2020) Educational equity policy as human taxonomy: who do we compare and why does it matter? Critical Studies in Education : 329-344. http://dx.doi.org/10.1080/17508487.2018.1440615.
- Pomeroy D. (2017) Interpreting unproblematic high achievement in mathematics: towards theoretical reflexivity. Gender and Education 29(6): 748-763. http://dx.doi.org/10.1080/09540253.2016.1166179.