Keeping Open the Door to Mathematically-Demanding F&HE Programmes

为数学要求高的 F 敞开大门

• 批准号: RES-139-25-0241
• 负责人: Julian Williams
• 金额: $ 33.48万
• 依托单位: University of Manchester
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2006
• 资助国家: 英国
• 起止时间: 2006 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=RES-139-25-0241
• 关键词: Keeping; Open; Door; Mathematically; Demanding

Abstracts are not currently available in GtR for all funded research. This is normally because the abstract was not required at the time of proposal submission, but may be because it included sensitive information such as personal details.

目前，所有资助研究的摘要都不能在GTR中找到。这通常是因为在提交提案时并不需要摘要，但可能是因为它包含了个人详细信息等敏感信息。

项目成果

Developing a 'leading identity': the relationship between students' mathematical identities and their career and higher education aspirations

• DOI: 10.1007/s10649-009-9217-x
• 发表时间: 2010-01-01
• 期刊: EDUCATIONAL STUDIES IN MATHEMATICS
• 影响因子: 3.2
• 作者: Black, Laura;Williams, Julian;Wake, Geoff
• 通讯作者: Wake, Geoff

Contradiction and conflict between 'leading identities': becoming an engineer versus becoming a 'good muslim' woman

“主要身份”之间的矛盾和冲突：成为一名工程师与成为一名“好穆斯林”女性

• DOI: 10.1007/s10649-013-9481-7
• 发表时间: 2013
• 期刊: Educational Studies in Mathematics
• 影响因子: 3.2
• 作者: Black L

Enrolment, achievement and retention on 'traditional' and 'Use of Mathematics' pre-university courses

“传统”和“数学运用”大学预科课程的入学率、成绩和保留率

• DOI: 10.1080/14794802.2011.585827
• 发表时间: 2011
• 期刊: Research in Mathematics Education
• 影响因子: 1.3
• 作者: Hutcheson G

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

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
• 发表时间: 2011
• 期刊: Research in Mathematics Education
• 影响因子: 1.3
• 作者: Hernandez-Martinez P

Students' mathematical identity and its relation to classroom mathematics social practice

学生数学认同及其与课堂数学社会实践的关系

• 发表时间: 2007
• 作者: Davis P