EXIT INTERVIEWS: UNDERGRADUATES WHO LEAVE MATHEMATICS BEHIND

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...

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Bibliographic Details
Published in:For the learning of mathematics 2011-07, Vol.31 (2), p.21-26
Main Authors: WARD-PENNY, ROBERT, JOHNSTON-WILDER, SUE, LEE, CLARE
Format: Article
Language:English
Subjects:
Collaborative learning
College mathematics
College Seniors
College students
Educational Strategies
Instructional Effectiveness
Interviews
Learning experiences
Learning Strategies
Mathematics
Mathematics Education
Narratives
Pedagogy
Student Attitudes
Undergraduate Students
Universities
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Summary: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.
ISSN:0228-0671