The project aims to understand how different pedagogical practices in mathematics at school (GCSE) and in transition to college (AS level) impact on students' dispositions and choices of subjects in post-compulsory education, and how these interact with the students' socio-cultural context. The authors believe that the quality of a student's experience and engagement in mathematics in school is crucial to their disposition and identity and consequently has a great influence on their choices and future success in mathematically-demanding subjects at college.

The project will pursue its objectives by means of:

  1. Interviews with 20+ students about their background and experiences during their progression from GCSE into post-compulsory education. Students will be interviewed on two occasions: before they enter college and during their first days at college. These students will come from four feeder schools (two schools for each of two colleges) within diverse socio-economic areas and as far as possible reflecting diverse educational practices.
  2. Case studies of educational practices will be conducted in each of the schools and colleges.
The students and institutional case studies will provide rich accounts of how socio-cultural and educational factors can influence decisions and afford/constrain the students' identities as learners of mathematics.



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A socio-cultural approach to resilience in students’ mathematical transition to college and university

Author: Paul Hernandez-Martinez Date: 23 December 2010 Conference paper/presentation

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Against the odds: resilience in mathematics students in transition

Author: Paul Hernandez-Martinez Date: 13 October 2011 Journal article

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Independence of learning in transition from school to 6th form college mathematics

Author: Paul Hernandez-Martinez Date: 23 December 2010 Conference paper/presentation

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Students' expectations and the double-edge sword of liminality in mathematics educational transitions

Author: Paul Hernandez-Martinez Date: 14 May 2010 Conference paper/presentation

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Students’ and teachers’ views on coursework : formative assessment, student-centred activity and understanding in mathematics

Author: Paul Hernandez-Martinez Date: 23 December 2010 Journal article

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Students’ views on their transition from school to college mathematics : rethinking ‘transition’ as an issue of identity

Author: Hernandez-Martinez Paul Date: 23 December 2010 Journal article

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The transition into mathematics at AS-level

Creator: Paul Hernandez-Martinez Date: 31 March 2010 Presentation/lecture

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Towards a political economic theory of education : use and exchange value of labor power

Author: Julian Williams Date: 23 December 2010 Journal article

Transition from mathematics GCSE to AS level : contradictions and problems for institutions but development of identity and opportunity for students

Author: Paul Hernandez-Martinez Date: 14 May 2010 Conference paper/presentation

Transition to mathematics at post-compulsory education

Author: Paul Hernandez-Martinez Date: 14 May 2010 Article (submitted)

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Transition to post-compulsory education : the case of algebra as a boundary object between school and college

Author: Paul Hernandez-Martinez Date: 14 May 2010 Conference paper/presentation

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Transmaths research briefing : mathematics learning, identity and educational practice : the transition into post-compulsory education

Author: Paul Hernandez-Martinez Date: 01 January 2010 Other publication/report

Start date
31 August 2008
End date
31 December 2009
Grant holder
Dr Paul Hernandez-Martinez
Co-applicants
Professor Julian Williams
Grant amount
£78,037.01
Grant reference
RES-000-22-2890
Discipline
Education
Grant type