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