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‘I’m a natural and I do it for love!’: Exploring students’ accounts of studying mathematics - Bartholomew, H.; Darragh, L.; Ell, F.; Saunders, J. (International Journal of Mathematical Education in Science and Technology, 2011)

“She’s always been the smart one. I’ve always been the dumb one”: Identities in the mathematics classroom - Bishop, J. P. (Journal for Research in Mathematics Education, 2012)

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Maths arcade: Stretching and supporting mathematical thinking (The Higher Education Academy Maths, 2012)

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First-year and final-year undergraduate students’ perceptions of university mathematics departments - Hall, J.; Robinson, T.; Flegg, J.; Wilkinson, J. (Mathematics Education Research Journal, 2022)

Behind the “success story”: Exploring the experiences of a woman mathematics major - Hall, J.; Suurtamm, C. (Canadian Journal of Science, Mathematics and Technology Education, 2018)

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“It seems like they purposefully try to make as many kids drop”: An analysis of logics and mechanisms of racial-gendered inequality in introductory mathematics instruction - Leyva, L. A.; McNeill, R. T.; Marshall, B. L.; Guzmán, O. A. (The Journal of Higher Education, 2021)

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The analysis of the understanding of the three-dimensional (Euclidian) space and the two-variable function concept by university students - Şefik, Ö.; Dost, Ş. (The Journal of Mathematical Behavior, 2020)

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Not belonging? What makes a functional learner identity in undergraduate mathematics? - Solomon, Y. (Studies in Higher Education, 2007)

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