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
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
Pampaka M
(2013)
Measuring Alternative Learning Outcomes: Dispositions To Study In Higher Education
in Journal of Applied Measurement
Kleanthous I
(2013)
Perceived parental influence and students' dispositions to study mathematically-demanding courses in Higher Education
in Research in Mathematics Education
Hutcheson G
(2011)
Enrolment, achievement and retention on 'traditional' and 'Use of Mathematics' pre-university courses
in Research in Mathematics Education
Hernandez-Martinez P
(2011)
Mathematics coursework as facilitator of formative assessment, student-centred activity and understanding
in Research in Mathematics Education
Hernandez-Martinez P
(2008)
Mathematics students' aspirations for higher education: class, ethnicity, gender and interpretative repertoire styles
in Research Papers in Education
Hernandez-Martinez P
(2011)
Students' views on their transition from school to college mathematics: rethinking 'transition' as an issue of identity
in Research in Mathematics Education
Davis, P.; Williams, J.
(2009)
Mathematical relationships in education
Black L
(2013)
Contradiction and conflict between 'leading identities': becoming an engineer versus becoming a 'good muslim' woman
in Educational Studies in Mathematics