Mathematics learning, identity and educational practice: the transition into Higher Education

Lead Research Organisation: University of Manchester
Department Name: Environment, Education and Development

Abstract

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Publications

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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