Details for publication #50:
2007 - Symposium paper
Students' mathematical identity and its relation to classroom mathematics pedagogic practice
The paper is based on the ESRC TLRP research project in widening-participation in HE, `keeping open the door to mathematically-demanding F&HE programmes', which aims to understand how cultures of learning and teaching can support learners in ways that help widen and extend participation in mathematically demanding courses in F&HE. In this paper we address the following questions: how do some students talk about their mathematics social practice? And (conceptually) how can different pedagogies mediate mathematical identity?
The Transmaths website has been developed as part of the project:
Promoting participation and engagement in post-compulsory mathematics education for STEM
ESRC Award: RES-189-25-0235