Mathematics learning, identity and educational practice: the transition into Higher Education
Lead Research Organisation:
University of Manchester
Department Name: Environment, Education and Development
Abstract
Mathematics learning, identity and educational practice: the transition into Higher Education
This project focuses on how different mathematics educational practices at 16-19 and in transition to Higher Education influence students' developing dispositions towards and decisions about study in HE, and students’ success in first year HE.
A longitudinal survey will track a cohort of students learning outcomes and decisions as they move from Level 3 study to the end of their first year at university, and provide evidence of the effectiveness of programmes and transitional practices.
Case Studies will draw on the stories of transition of 40 individual students' and related field studies in 4 universities and 8 Departments where different transition approaches are being practised in regard to mathematics, viz: 'diagnostic assessment and targeted support', 'widening participation' and ‘school-university collaboration initiatives'.
Outcomes will include understandings of (i) the diversity of student experience of learning mathematics in 6fFE for transition into STEM in HE; (ii) how educational transition practices and policies impact on student choices, dispositions and retention, and thus (iii) how initiatives might be more successful in engaging learners in mathematics.
This project focuses on how different mathematics educational practices at 16-19 and in transition to Higher Education influence students' developing dispositions towards and decisions about study in HE, and students’ success in first year HE.
A longitudinal survey will track a cohort of students learning outcomes and decisions as they move from Level 3 study to the end of their first year at university, and provide evidence of the effectiveness of programmes and transitional practices.
Case Studies will draw on the stories of transition of 40 individual students' and related field studies in 4 universities and 8 Departments where different transition approaches are being practised in regard to mathematics, viz: 'diagnostic assessment and targeted support', 'widening participation' and ‘school-university collaboration initiatives'.
Outcomes will include understandings of (i) the diversity of student experience of learning mathematics in 6fFE for transition into STEM in HE; (ii) how educational transition practices and policies impact on student choices, dispositions and retention, and thus (iii) how initiatives might be more successful in engaging learners in mathematics.
Publications
Black L
(2009)
Developing a â??leading identityâ??: the relationship between studentsâ?? mathematical identities and their career and higher education aspirations
in Educational Studies in Mathematics
Black L
(2016)
Re-thinking science capital: the role of 'capital' and 'identity' in mediating students' engagement with mathematically demanding programmes at university
in Teaching Mathematics and its Applications
Black L
(2013)
Contradiction and conflict between 'leading identities': becoming an engineer versus becoming a 'good muslim' woman
in Educational Studies in Mathematics
Diane Harris (Author)
(2010)
Mathematics as a 'tool' : what does that mean for first year engineering students?
Geoff Wake (author)
(2010)
Learning university mathematics : a case for expansive learning
Harris D
(2014)
Mathematics and its value for engineering students: what are the implications for teaching?
in International Journal of Mathematical Education in Science and Technology
| Description | Measuring important learning outcomes in the context of two linked UK (mathematics education) projects : from instrument development, to measure validation and statistical modelling |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Primary Audience | |
| Results and Impact | Seminar given at HiST (H?gskolen i S?r-Tr?ndelag) in Trondheim, Norway |
| Year(s) Of Engagement Activity | |
| Description | Measuring mathematics self efficacy of students at the beginning of their higher education studies |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Primary Audience | |
| Results and Impact | Presentation for a paper of the same name, given at BCME 7 in Manchester, 2010 |
| Year(s) Of Engagement Activity | 2010 |
| Description | Patterns of transition from lower to upper secondary, and from school to university in mathematics |
| Form Of Engagement Activity | Scientific meeting (conference/symposium etc.) |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other academnic audiences (collaborators, peers etc) |
| Results and Impact | Chaired symposium as part of European Conference on Educational Research Vienna 2009 |
| Year(s) Of Engagement Activity | 2009 |
| URL | http://ecer2009.univie.ac.at/fileadmin2009/ECER_2009_Programme.pdf |
| Description | TransMaths : mathematics learning, identity and educational practice : the transition into higher education |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Primary Audience | |
| Results and Impact | This is the power point presentation given to the ESRC event entitled "Participation, progression and pedagogy in Post-14 Mathematics: implications for policy and practice". |
| Year(s) Of Engagement Activity | 2010 |
| URL | https://www.ncetm.org.uk/cpd/20089 |