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An empirically based model of the secondary-tertiary transition in mathematics
Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
2011 (English)In: Proceedings of Norma 11.: The Sixth Conference on Mathematics Education / [ed] Guðný Helga Gunnarsdóttir (eds.), Reykjavik: University of Iceland Press, 2011Conference paper, (Refereed)
Abstract [en]

This paper reports on a study about the secondary-tertiary transition in mathematics from a student perspective. Using an empirically grounded definition of the transition as a point of departure, Schoenfeld’s methodological scheme for empirical research was employed and data were analysed with methods inspired by grounded theory. Three relationally defined categories describing students’ learning were generated; mathematical learning objects, mathematical resources and students’ actions as learners. The transition can be understood and described in terms of inter-relational changes between these categories. 

Place, publisher, year, edition, pages
Reykjavik: University of Iceland Press, 2011.
Keyword [en]
transition, secondary level, university, methodological scheme
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
URN: urn:nbn:se:lnu:diva-22395ISBN: 978-9979-54-965-9 (print)OAI: oai:DiVA.org:lnu-22395DiVA: diva2:566725
Conference
Norma 11. The Sixth Conference on Mathematics Education in Reykjaviík, May 11.-14. 2011.
Available from: 2012-11-09 Created: 2012-11-09 Last updated: 2014-03-24Bibliographically approved

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CiteExportLink to record
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  • apa
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