Citations (41)
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Joshua Edward Stubbs, Dusana Dorjee, Poppy Nash & Lucy Foulkes. (2023) ‘A completely different ballgame’: female A-level students’ experiences of academic demands, stress and coping. Pastoral Care in Education 41:4, pages 473-491.
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Ofer Marmur & Boris Koichu. (2023) Between expert and student perspectives: on the intersection of affect and heuristic-didactic discourse in the undergraduate classroom. Mathematical Thinking and Learning 25:1, pages 115-144.
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Vikke Vuorenpää, Elina Viro, Terhi Kaarakka & Lauri Mannila. (2022) Finnish university students’ views of different relationships in first-year engineering mathematics courses. International Journal of Mathematical Education in Science and Technology 53:9, pages 2516-2531.
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Paolo Bozzato & Claudio Longobardi. (2021) The transition to university in a sample of Italian students: the role of integrative memories of high school transition. Memory 29:10, pages 1263-1274.
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Niamh O’Meara, Mark Prendergast, Ian Cantley, Lorraine Harbison & Clare O’Hara. (2020) Teachers’ self-perceptions of mathematical knowledge for teaching at the transition between primary and post-primary school. International Journal of Mathematical Education in Science and Technology 51:4, pages 497-519.
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Matthew James Dunn. (2019) Threshold concepts and the troublesome transition from GCSE to A-level: exploring students’ experiences in secondary school biology. The Curriculum Journal 30:4, pages 375-391.
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Chloe Rigby. (2017) Exploring students’ perceptions and experiences of the transition between GCSE and AS Level mathematics. Research Papers in Education 32:4, pages 501-517.
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Lisa Darragh. (2013) Constructing confidence and identities of belonging in mathematics at the transition to secondary school. Research in Mathematics Education 15:3, pages 215-229.
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Maria Pampaka, Julian Williams & Graeme Hutcheson. (2012) Measuring students’ transition into university and its association with learning outcomes. British Educational Research Journal 38:6, pages 1041-1071.
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Julian Williams. (2011) Looking back, looking forward: valuing post-compulsory mathematics education. Research in Mathematics Education 13:2, pages 213-221.
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Etienne Wenger. (2011) Figures in our worlds: a response to articles by Hernandez-Martinez et al. and Williams. Research in Mathematics Education 13:2, pages 143-146.
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Geoff Wake. (2011) Introduction to the Special Issue: deepening engagement in mathematics in pre-university education. Research in Mathematics Education 13:2, pages 109-118.
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Joshua Stubbs, Dusana Dorjee, Poppy Nash & Lucy Foulkes. Students’ perceptions of studying A-levels: factors facilitating and frustrating positive learning experiences. Journal of Further and Higher Education 0:0, pages 1-11.
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Articles from other publishers (28)
Jennifer D. Cribbs & Juliana Utley. (2023) Mathematics identity instrument development for fifth through twelfth grade students. Mathematics Education Research Journal.
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Seyda Uysal & Kathleen Michelle Clark. (2023) Identifying emergent themes of students’ transition to university mathematics: a qualitative inquiry with a focus on affective factors. Teaching Mathematics and its Applications: An International Journal of the IMA.
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Neslihan SÖNMEZ & Bülent GÜVEN. (2022) Transition to University Mathematics in Turkey: Examining the Views of Students and Faculty Members on Student Difficulties. International Journal of Research in Undergraduate Mathematics Education 9:2, pages 243-268.
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Kannass Chan & Jo Rose. 2023. Perspectives on Enhancing Student Transition Into Higher Education and Beyond. Perspectives on Enhancing Student Transition Into Higher Education and Beyond
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Constantinos Xenofontos & Paul Andrews. (2023) The experiential construction of mathematics teacher identity and the impact of early mathematical failure. Frontiers in Education 8.
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Woong Lim, Hyunkyoung Yoon, Younggon Bae & Oh Nam Kwon. (2023) The development of sociomathematical norms in the transition to tertiary exam-oriented individualistic mathematics education in an East Asian context. Educational Studies in Mathematics 113:1, pages 57-78.
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Pietro Di Martino, Francesca Gregorio & Paola Iannone. (2022) The transition from school to university in mathematics education research: new trends and ideas from a systematic literature review. Educational Studies in Mathematics 113:1, pages 7-34.
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Elizabeth Gregory. (2023) “Older and Wiser than the Schoolkids on the Bus”: The Impact of Academic Transition on Learner Identity in an FE Setting. International Journal of Educational and Life Transitions 2:1.
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Jennifer Hall, Travis Robinson, Jennifer Flegg & Jane Wilkinson. (2020) First-year and final-year undergraduate students’ perceptions of university mathematics departments. Mathematics Education Research Journal 34:2, pages 189-214.
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Claudia Corriveau. 2022. Practice-Oriented Research in Tertiary Mathematics Education. Practice-Oriented Research in Tertiary Mathematics Education
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Claire Mullen, Jim Pettigrew, Anthony Cronin, Leanne Rylands & Donald Shearman. (2021) Mathematics is different: student and tutor perspectives from Ireland and Australia on online support during COVID-19. Teaching Mathematics and its Applications: An International Journal of the IMA 40:4, pages 332-355.
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Jennifer Cribbs, Zahra Hazari, Gerhard Sonnert & Philip M. Sadler. (2020) College students’ mathematics-related career intentions and high school mathematics pedagogy through the lens of identity. Mathematics Education Research Journal 33:3, pages 541-568.
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Angeliki Stamati. 2021. Handbook of Research on K-12 Blended and Virtual Learning Through the i²Flex Classroom Model. Handbook of Research on K-12 Blended and Virtual Learning Through the i²Flex Classroom Model
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Ann O’Shea & Sinéad Breen. (2021) Students’ Views on Transition to University: The Role of Mathematical Tasks. Canadian Journal of Science, Mathematics and Technology Education 21:1, pages 29-43.
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Diana Quinn & Jorge Aarão. (2020) Blended learning in first year engineering mathematics. ZDM 52:5, pages 927-941.
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Ofer Marmur. (2019) Key memorable events: A lens on affect, learning, and teaching in the mathematics classroom. The Journal of Mathematical Behavior 54, pages 100673.
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Pietro Di Martino & Francesca Gregorio. (2018) The Mathematical Crisis in Secondary–Tertiary Transition. International Journal of Science and Mathematics Education 17:4, pages 825-843.
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Eirini Kouvela, Paul Hernandez-Martinez & Tony Croft. (2017) “This is what you need to be learning”: an analysis of messages received by first-year mathematics students during their transition to university. Mathematics Education Research Journal 30:2, pages 165-183.
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Peter Kelly & Hans-Georg Kotthoff. (2017) PISA, National and Regional Education Policies and their Effect on Mathematics Teaching in England and Germany. Research in Comparative and International Education 12:3, pages 318-332.
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Eivind Kaspersen, Birgit Pepin & Svein Arne Sikko. (2016) Measuring STEM students’ mathematical identities. Educational Studies in Mathematics 95:2, pages 163-179.
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Eva Jablonka, Hoda Ashjari & Christer Bergsten. (2016) “Much Palaver About Greater Than Zero and Such Stuff” – First Year Engineering Students’ Recognition of University Mathematics. International Journal of Research in Undergraduate Mathematics Education 3:1, pages 69-107.
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Paul Hernandez-Martinez & Maria Pampaka. 2017. Understanding Emotions in Mathematical Thinking and Learning. Understanding Emotions in Mathematical Thinking and Learning
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Peter Kelly & Hans-Georg Kotthoff. (2016) Comparing episodes of mathematics teaching for higher achievers in England and Germany. Research in Comparative and International Education 11:4, pages 394-405.
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Lisa Darragh. (2014) Recognising ‘good at mathematics’: using a performative lens for identity. Mathematics Education Research Journal 27:1, pages 83-102.
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Barbara Jaworski. 2014. Transforming Mathematics Instruction. Transforming Mathematics Instruction
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Peter Kelly, Nick Pratt, Hans Dorf & Ulrike Hohmann. (2013) Comparing Pedagogy in Mathematics in Denmark and England. European Educational Research Journal 12:4, pages 553-567.
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Paul Hernandez‐Martinez & Julian Williams. (2013) Against the odds: resilience in mathematics students in transition. British Educational Research Journal 39:1, pages 45-59.
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Julian Williams. (2011) Use and exchange value in mathematics education: contemporary CHAT meets Bourdieu’s sociology. Educational Studies in Mathematics 80:1-2, pages 57-72.
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