Students' views on their transition from school to college mathematics: rethinking 'transition' as an issue of identity
Students' views on their transition from school to college mathematics: rethinking 'transition' as an issue of identity
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学生对从学校数学到大学数学过渡的看法：重新思考“过渡”作为身份问题
DOI：
10.1080/14794802.2011.585824
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发表时间：
2011
影响因子：
1.3
通讯作者：
Hernandez-Martinez P
中科院分区：
文献类型：
--
作者：
Hernandez-Martinez P
我们研究了从学校（义务教育）到大学（义务教育后/大学预科）的学生谁是继续他们的数学教育的过渡。以前的工作机构之间的过渡表明，过渡问题可能是至关重要的，学生往往把数学作为“困难”在过渡时期。然而，我们对学生访谈的分析表明，他们的话语更加积极，其中一个是报告的挑战，成长和成就;过渡不被视为障碍，而是发展新身份的机会。特别是在数学方面，这反映在需要更好地理解这一主题，并对他们的学习更加负责。因此，我们建议重新思考过渡作为一个身份的问题，其中的人看到自己的发展，由于不同的社会和学术要求，新的机构构成。以这种方式对过渡进行概念化可能对机构支持学生过渡的方式产生重要的实际影响。
We examine the transition from school (compulsory education) to college (post-compulsory/pre-university) of students who are continuing their mathematical education. Previous work on transition between institutions suggests that transitional problems can be critical, and students often regard mathematics as ‘difficult’ during transitional periods. However, our analysis of students' interviews showed a more positive discourse, one of reported challenge, growth and achievement; transition was not seen as an obstacle but as an opportunity to develop a new identity. Particularly in relation to mathematics, this was reflected in a need for a better understanding of the subject, and for being more responsible for their learning. Thus, we propose to re-think transition as a question of identity in which persons see themselves developing due to the distinct social and academic demands that the new institution poses. Conceptualising transition in this way could have important practical implications for the way that institutions support students' transition.