Hernandez-Martinez_et_al_(2011)_Transition_and_identity[1].pdf (416.67 kB)
Students' views on their transition from school to college mathematics: rethinking ‘‘transition’’ as an issue of identity
journal contribution
posted on 2011-09-19, 13:43 authored by Paul Hernandez-Martinez, Julian Williams, Laura Black, Pauline Davis, Maria Pampaka, Geoff WakeWe examine the transition from school (compulsory education) to college (postcompulsory/
pre-university) of students who are continuing their mathematical
education. Previous work on transition between institutions suggests that
transitional problems can be critical, and students often regard mathematics as
‘difficult’ during transitional periods. However, our analysis of students’ interviews
showed a more positive discourse, one of reported challenge, growth and
achievement; transition was not seen as an obstacle but as an opportunity to
develop a new identity. Particularly in relation to mathematics, this was reflected
in a need for a better understanding of the subject, and for being more responsible
for their learning. Thus, we propose to re-think transition as a question of identity
in which persons see themselves developing due to the distinct social and
academic demands that the new institution poses. Conceptualising transition in
this way could have important practical implications for the way that institutions
support students’ transition.
History
School
- Science
Department
- Mathematics Education Centre
Citation
HERNANDEZ-MARTINEZ, P., WILLIAMS, J., BLACK, L. ...et al., 2011. Students' views on their transition from school to college mathematics: rethinking ‘‘transition’’ as an issue of identity. Research in Mathematics Education, 13 (2), pp. 119-130.Publisher
Taylor & Francis (Routledge) © British Society for Research into Learning MathematicsVersion
- AM (Accepted Manuscript)
Publication date
2011Notes
This article was published in the journal, Research in Mathematics Education [Taylor & Francis (Routledge) © British Society for Research into Learning Mathematics] and the definitive version is available at: http://dx.doi.org/10.1080/14794802.2011.585824Publisher version
Language
- en