Keeping Open the Door to Mathematically-Demanding F&HE Programmes
Lead Research Organisation:
University of Manchester
Department Name: Education
Abstract
Abstracts are not currently available in GtR for all funded research. This is normally because the abstract was not required at the time of proposal submission, but may be because it included sensitive information such as personal details.
Publications
Kleanthous I
(2013)
Perceived parental influence and students' dispositions to study mathematically-demanding courses in Higher Education
in Research in Mathematics Education
Black L
(2013)
Contradiction and conflict between 'leading identities': becoming an engineer versus becoming a 'good muslim' woman
in Educational Studies in Mathematics
Pampaka M
(2014)
Quality of Learning Support for Mathematics in Transition to University
in REDU - Revista de Docencia Universitaria, Special Issue dedicated to Equidad y Calidad en la Docencia Universitaria: Perspectivas internacionales
Pepin B
(2014)
Using the Construct of the Didactic Contract to Understand Student Transition into University Mathematics Education
in Policy Futures in Education
Pampaka M
(2014)
Handling missing data: analysis of a challenging data set using multiple imputation
in International Journal of Research & Method in Education
Pepin B
(2014)
Transformation - A Fundamental Idea of Mathematics Education
Williams J
(2015)
Alienation in mathematics education: critique and development of neo-Vygotskian perspectives
in Educational Studies in Mathematics
Gueudet G
(2018)
Didactic Contract at the Beginning of University: a Focus on Resources and their Use
in International Journal of Research in Undergraduate Mathematics Education