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Perceived parental influence and students' dispositions to study mathematically-demanding courses in Higher Education (2013)

First Author: Kleanthous I

Attributed to: Mathematics learning, identity and educational practice: the transition into Higher Education funded by ESRC

Abstract

No abstract provided

Bibliographic Information

Digital Object Identifier: http://dx.doi.org/10.1080/14794802.2013.763608

Publication URI: http://dx.doi.org/10.1080/14794802.2013.763608

Type: Journal Article/Review

Parent Publication: Research in Mathematics Education

Issue: 1