Abstract
My research interest in gender and equity issues in mathematics education has a long history stemming from my dissertation research in which I examined the intersection of race, gender, and class in a middle school mathematics classroom. Though I completed my dissertation as an ethnographic study in 2002, I was deeply puzzled by the contrasting perceptions and experiences manifested in each participating girl’s profile. I wondered if further analysis would provide more powerful means to unravel the complexity and subtle dynamics in the girls’ emerging social and academic identities.
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Lim, J.H. (2012). Preface to “Adolescent Girls’ Construction of Moral Discourses and Appropriation of Primary Identity in a Mathematics Classroom”. In: Forgasz, H., Rivera, F. (eds) Towards Equity in Mathematics Education. Advances in Mathematics Education. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-27702-3_6
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