Ward-Penny, Robert; Johnston-Wilder, Sue and Lee, Clare
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It is increasingly being recognised that a significant number of able students who embark on a mathematics degree become disenchanted and move away from mathematics after graduating. This paper reports on the experiences of four such learners, exploring their mathematical trajectories against ideas in current literature. Through a consideration of their evolving agentic identities, we argue that observed difficulties arise not only out of cognitive challenges, but also from a paucity of resilient learning strategies and behaviours specific to mathematics. In this way, we offer a perspective which has relevance in preparing future students more effectively.
|Item Type:||Journal Article|
|Copyright Holders:||2011 FLM Publishing Association, Alberta, Canada|
|Academic Unit/Department:||Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
|Interdisciplinary Research Centre:||Education Futures|
|Depositing User:||Clare Lee|
|Date Deposited:||11 Aug 2011 14:48|
|Last Modified:||02 Aug 2016 18:02|
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