Session Information
24 SES 06, Patterns of Transition From Lower To Upper Secondary, and From School To University in Mathematics
Symposium
Time:
2009-09-29
10:30-12:00
Room:
NIG, HS III
Chair:
Birgit Pepin
Discussant:
Geoff Wake
Contribution
Birgit Pepin, Julian Williams, Pauline Davis, Paul Hernandez-Martinez, Maria Pampaka, Irene Kleanthous, Valerie Farnsworth, Kamilah Jooganah Zeynep Onat-Stelma, University of Manchester, UK
In this presentation we report on students’ experiences as learners of mathematics, in their transition from school to university and throughout their first year of university, as part of an ongoing project on Mathematics learning, identity and educational practice: the transition into Higher Education. We conceptually draw on socio-cultural, particularly on Cultural-Historical Activity Theory (CHAT), especially the notion that learning and teaching involves joint activity mediated in complex ways by its socio-cultural system. Thus, institutional and policy contexts interact with those of the local professional and student communities to shape distinctive local cultures of educational practice. Data include interviews with students at different stages before and during their first year at university; ethnographic type observations of the setting including observation of lectures, tutorials etc; and interviews with lecturers and ‘peripherals’ (e.g. mentors). In this presentation we focus on students who are successful in crossing transitional boundaries (from school to university). How do they perceive the learning of mathematics, at school and at university? What kinds of strategies do they adopt to succeed? What are the characteristics, according to them, of transiting to university? First analyses point to students adjusting and getting ‘enculturated’ into particular institutional mathematics cultures of the individual universities.
Method
Expected Outcomes
References
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