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Re-thinking science capital: the role of 'capital' and 'identity' in mediating students' engagement with mathematically demanding programmes at university (2016)

First Author: Black L

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/10.1093/teamat/hrw016

Publication URI: http://dx.doi.org/10.1093/teamat/hrw016

Type: Journal Article/Review

Parent Publication: Teaching Mathematics and its Applications

Issue: 3