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Clash of cultures? : Exploring students' perceptions of differences between secondary and tertiary mathematics education

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  • نوع التسجيلة:
    Electronic Resource
  • الدخول الالكتروني :
    http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-195477
    International Journal of Mathematical Education in Science and Technology, 0020-739X, 2022
  • معلومة اضافية
    • Publisher Information:
      Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM) Department of Mathematics and Science Education, Mid Sweden University, Sundsvall, Sweden Department of Mathematics and Science Education, Mid Sweden University, Sundsvall, Sweden;Department of Science and Mathematics Education, Umeå Mathematics Education Research Centre (UMERC), Umeå University, Umeå, Sweden Department of Mathematics and Science Education, Mid Sweden University, Sundsvall, Sweden Department of Mathematics and Science Education, Mid Sweden University, Sundsvall, Sweden 2022
    • Added Details:
      Johansson, Helena
      Österholm, Magnus
      Flodén, Liselott
      Heidtmann, Pia
    • نبذة مختصرة :
      Research has identified several aspects that influence students' transition to mathematics studies at university, but these aspects have often been studied separately. Our study contributes to the field's understanding of the transition between upper secondary and university mathematics by taking a multifaceted perspective not previously explored. We analyse experiences and attainment in mathematics of 154 engineering students with respect to known aspects of this transition, and our results show that it is important to consider several aspects together in order to understand the full complexity of the transition. It is revealed that students with previous experiences of university studies, when compared with new first year undergraduates, perceive a larger difference between studying mathematics at the upper secondary level and university. Our results also show that the engineering students enrolled in distance programmes experience larger differences between secondary and tertiary levels than engineering students enrolled in campus programmes. Furthermore, our analyses show that students' success in mathematics is related to their perceptions of the rift experienced in the transition. In all, our results highlight the importance of taking a student perspective in the development of explanatory and useful models of students' transition between upper secondary and university mathematics.
    • الموضوع:
      Campus and distance education; student attainment; student perspective; transition; Didactics; Didaktik; Other Mathematics; Annan matematik; Article in journal; info:eu-repo/semantics/article; text
    • الرقم المعرف:
      10.1080.0020739x.2022.2070558
    • Note:
      application/pdf
      English
    • Other Numbers:
      UPE oai:DiVA.org:umu-195477
      0000-0002-5981-3722
      0000-0002-4063-3385
      doi:10.1080/0020739x.2022.2070558
      ISI:000794211600001
      Scopus 2-s2.0-85130262601
      1341382340
    • Contributing Source:
      UPPSALA UNIV LIBR
      From OAIster®, provided by the OCLC Cooperative.
    • الرقم المعرف:
      edsoai.on1341382340
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