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Dr David Pomeroy

Contact

Department: School of Teacher Education

Email: david.pomeroy@canterbury.ac.nz

Direct Dial: +64 3 3693017

Office: Rehua 401

Language: English

Exploring socially just pathways to curiosity, joy, struggle and success in mathematics learning
About
Research / Creative works
Supervision
Networks
Projects
Methods & Equipment

Fields of Research

  • Educational inequality
  • Social class and education
  • Gender and education
  • Mathematics education
  • 'Ability' grouping (setting, tracking, streaming)
  • Mathematics and Craft
  • Equity policies in education

Researcher Summary

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

Subject Area: Disciplines

  • Education: Educational Policy Studies; Mathematics Education; Sociology of Education
  • Sociology, Social Policy, Social Work, Criminology and Gender Studies: Gender & Sexuality
  • David-Pomeroy900x1000.jpg

Prizes and Awards

    Distinction
  • Woolf Fisher Scholarship in Education at Cambridge ( 2011 - 2015)

Research/Scholarly/Creative Works

Journal Articles
  • 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.
  • Pomeroy D. (2015) Ethnicity, socio-economic status, and non-mathematical masculinities. Research in Mathematics Education 17(3): 244-246. http://dx.doi.org/10.1080/14794802.2015.1112302.
Conference Contributions - Published
  • McLeod JC., Wilson PL., Pomeroy D. and Brogt E. (2019) Maths Craft in Class. In Proceedings of Bridges 2019: 467-472.
  • Pomeroy DCH. (2015) ‘Physical’ masculinities and mathematics. In Adams G (Eds). Proceedings of the British Society for Research into Learning Mathematics 35(2): 76-81.
Theses / Dissertations
  • Pomeroy D. (2016) Enabling mathematics minds: how social class, ethnicity, and gender influence mathematics learning in New Zealand secondary schools. PhD Thesis, http://dx.doi.org/10.17863/CAM.24945. Cambridge, UK. University of Cambridge.
  • Pomeroy DCH. (2012) Exploring the biographies of high-achieving students: how do social environments and classroom experiences enable them to identify as ‘good at maths’? Master's Thesis, http://dx.doi.org/10.17863/CAM.24948. Cambridge, UK. University of Cambridge.
  • Pomeroy DCH. (2011) Thematic teaching and student engagement in a non-academic Year 12 mathematics course. Master's Thesis, Wellington. Victoria University of Wellington.
Other
  • Pomeroy D., Taylor B., Rubie-Davies C., Jones K-L. and Tolbert S. (2022) NZ’s key teacher unions now reject classroom streaming. So what’s wrong with grouping kids by perceived ability? The Conversation.
  • Pomeroy D., Jones K-L., Azarmandi M. and Tolbert S. (2020) Could academic streaming in New Zealand schools be on the way out? The evidence suggests it should be. The Conversation.
Conference Contributions - Other
  • Pomeroy D., Saha S., Tolbert S., Anthony G., Jones K-L. and Gu C. (2022) Secondary mathematics teacher’ moral reasoning about streaming. New Plymouth: NZARE Mathematics Education Special Interest Group Day Conference, 10 Oct 2022.
  • Alderton J., Pomeroy D., McLeod J. and Wilson P. (2021) Engaging the public in mathematics through craft: contesting the truth about mathematics? Online Conference: British Society for Research into Learning Mathematics (BSRLM), 6 Mar 2021.
  • Pomeroy D. and Anthony G. (2019) Challenging the status quo: de-streaming Year 9-10 mathematics classes. Victoria University of Wellington: Mathematics and Statistics Educational Research Symposium, 30 Sep 2019.
  • Pomeroy DCH. (2018) Can sociologists and psychologists talk? Gender and mathematics as a test case for ‘interdisciplinarity’. Victoria University of Wellington: Sociological Assn of Aotearoa New Zealand (SAANZ) Annual Conference, 4-7 Dec 2018.
  • Pomeroy DCH. (2017) Who do we compare and why does it matter? Education equity policies in New Zealand and the UK. Manchester, UK: British Sociological Association (BSA) annual conference, 4-6 Apr 2017.
  • Pomeroy D. (2016) Successful schools, successful societies? How New Zealand and UK education equity policies use simplistic explanations of social inequality to offload blame onto schools. Melbourne: The Australian Sociological Association (TASA) Annual Conference, 28 Nov-1 Dec 2016.

Student Supervision

Displaying all items.
    Current
  • PhD - Korkor P: Building successful female educational leadership: the perspectives and experiences of female Ghanian Senior High School Principals
  • PhD - Lawton L: Problematizing youth policy
  • PhD - Liang Y: Higher educated Chinese female students’ labor mobility in Singapore: trajectories, identities and integration
  • PhD - Roberts HJ: Inclusive practices within mathematics in NZ primary classrooms

Review and Refereeing

Displaying all items.
    Journal reviewing / refereeing
  • Gender and Education ( 2016 - 2023)
  • Journal for Research in Mathematics Education ( 2017 - 2023)
  • Journal of Education Policy ( 2017 - 2023)
  • New Zealand Annual Review of Education ( 2018 - 2023)
  • SET: Research Information for Teachers ( 2019 - 2023)

Research Projects

  • Equity and Excellence in Primary Mathematics

Key Methodologies

  • Mixed methods
  • Interviews
  • Lesson observation
  • Questionnaire development
  • Regression analysis
  • Factor analysis
  • Critical discourse analysis
  • Judgment-based statistical analysis
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