Name
David Pomeroy
Email Address
dcp33@cam.ac.uk
Qualifications
MPhil in Educational Research (Distinction), University of Cambridge, UK
Master of Education (Distinction), Victoria University of Wellington, New Zealand
Grad. Dip. Teaching (Secondary), University of Otago, New Zealand
BA in Mathematics/BSc in Chemistry, University of Otago, New Zealand
Membership of Professional Bodies and Associations
British Sociological Association (BSA)
British Society for Research into Learning Mathematics (BSRLM)
Faculty of Education Research Students Association (FERSA)
Supervisor
Prof. Diane Reay
Profile
David is a doctoral student researching the way social class, ethnicity, and gender combine to produce educational inequality, with a specific focus on the mathematics learning of New Zealand students in their first year of secondary school (age 13-14). Prior to moving to Cambridge, he was a mathematics teacher in New Zealand secondary schools.
David is on the FERSA committee and chairs the team organising the Kaleidoscope Conference 2014.
Research Topics and Projects
Current research interests:
• inequality in mathematics education
• gender and mathematics education
• emotions and mathematics education
• educational equity policy discourses
Current research projects:
• Doctoral research: Exploring the role of social class, ethnicity, and gender in how New Zealand students experience maths in the first year of secondary school
• Research Assistant: Teacher learning and Lesson Study in Mathematics Higher Order Teaching and Learning (Principal Investigator: Prof. Jan Vermunt)
Previous research projects:
• MPhil research: Exploring the biographies of high-achieving students: how do social environments and classroom experiences enable them to identify as ‘good at maths’?
• MEd research: Thematic teaching and student engagement in a non-academic Year 12 mathematics course
Publications
Pomeroy, D. C. H. (2012). Exploring the biographies of high-achieving students: how do social environments and classroom experiences enable them to identify as 'good at maths'? Unpublished MPhil thesis, University of Cambridge.
Pomeroy, D. C. H. (2011). Thematic teaching and student engagement in a non-academic Year 12 mathematics course. Unpublished MEd thesis, Victoria University of Wellington. http://hdl.handle.net/10063/1869