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Students' sense of belonging to mathematics in the secondary-tertiary transition
Editor(s)
Date Issued
2018-07-08
Date Available
2019-04-18T11:14:18Z
Abstract
A “sense of belonging to math” (SBM) scale has been shown to predict undergraduate mathematics students’ intent to study mathematics in the future. In this study, we use the scale to examine the impact of the transition from secondary school to university on 33 first year undergraduate students’ SBM. Using a cluster analysis, we identify three clusters: students in both Cluster 1 (n=21) and Cluster 2 (n=9) display a strong SBM at secondary school. Following the transition, those in Cluster 1 exhibit a decrease in SBM, while those in Cluster 2 show only a marginal decrease. Students in Cluster 3 (n=3) show a strong increase in their SBM, but they started with the lowest SBM initially. From an analysis of interviews with seven of the students, factors that might impact students’ SBM during the transition are discussed.
Type of Material
Conference Publication
Publisher
International Group for the Psychology of Mathematics Education
Volume
3
Start Page
371
End Page
378
Dataset(s)
http://www.pme42.se/
Language
English
Status of Item
Unspecified
Part of
Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education
Conference Details
PME42 the 42nd annual meeting of the International Group for the Psychology of Mathematics Education (IGPME), Umea, Sweden, 3-8 July 2018
This item is made available under a Creative Commons License
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