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Bibby, Tamara (2010) What does it mean to characterise mathematics as ‘masculine’?: bringing a psychoanalytic lens to bear on the teaching and learning of mathematics. In: Unpacking Pedagogy: New Perspectives for Mathematics Classrooms. Information Age, Charlotte, NC, pp. 21-42. ISBN 978-1-60752-427-4 (pbk); 978-1-60752-428-1 (hbk)
Bibby, Tamara (2009) How do children understand themselves as learners? Towards a learner-centred understanding of pedagogy. Pedagogy, Culture and Society, 17 (1). pp. 41-55. ISSN Print: 1468-1366 Online: 1747-5104
Bibby, Tamara (2009) How do Pedagogic Practices Impact on Learner Identities in Mathematics? A Psychoanalytically Framed Response. In: Mathematical Relationships in Education: Identities and Participation. Routledge Research in Education . Routledge, London, pp. 123-135. ISBN 978-0-415-99684-6 (hardback) 978-0-203-87611-4 (electronic)
Bibby, Tamara (2008) The Experience of Learning in Classrooms: Moving Beyond Vygotsky. In: The Psychology of Mathematics Education: A Psychoanalytic Displacement. Sense Publishers, Rotterdam, pp. 37-60. ISBN 978-90-8790-556-9
Brown, Margaret and Brown, Peter and Bibby, Tamara (2008) 'I would rather die': reasons given by 16-year-olds for not continuing their study of mathematics. Research in Mathematics Education, 10 (1). pp. 3-18. ISSN Print: 1479-4802 Online: 1754-0178
Stobart, Gordon and Bibby, Tamara and Goldstein, Harvey (2006) Moving to two-tier GCSE mathematics examinations: An independent evaluation of the 2005 GCSE Pilot and Trial. UNSPECIFIED. The Qualifications and Curriculum Development Agency (QCDA).
Bibby, Tamara (2002) Creativity and logic in primary school mathematics: a view from the classroom. For the Learning of Mathematics, 22 (3). pp. 10-13. ISSN Print: 0228-0671
Bibby, Tamara (2002) Primary school mathematics: an inside view. In: Proceedings of the 3rd International Conference on Mathematics Education and Society. UNSPECIFIED, pp. 165-174. ISBN 8777019067
Bibby, Tamara (2002) Shame: an emotional response to doing mathematics as an adult and a teacher. British Educational Research Journal, 28 (5). pp. 705-722. ISSN Print: 0141-1926 Online: 1469-3518
