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