Maths students in transition
Paul Hernandez-Martinez (Mathematics Education Centre, Loughborough University) and Julian Williams (University of Manchester) recently published an article entitled “Against the odds: resilience in mathematics students in transition” in the British Educational Research Journal.
The abstract reads: “This paper examines ‘resilience’ of mathematics students in transition from a sociocultural perspective, in which resilience is viewed as relational and in particular as a function of the social and cultural capital students may bring to the new field. We draw on two students’ stories of transition, in which we recognise elements traditionally viewed as ‘risks’ for mathematics students in transition into institutions where new demands are made. However, in each case it seems that some of their apparent background ‘risk factors’—coming from poorer socioeconomic backgrounds and disadvantaged schools—have come to serve to constitute capital, buttressing their particular resilience, as they provide a crucial kind of autonomy that is particularly valued in the new institution. We identify the learners’ reflexivity as having been crucial to this accumulation of capital and we discuss some educational implications.”
Having framed their research within the literature and theory, as well as employing an appropriate methodology, Hernandez-Martinez and Williams provide us with engaging and insightful accounts regarding the experiences of two students as they transition respectively to college and university life. Given the structures which are being developed to facilitate student engagement (including support at and beyond induction, personal tutoring, peer support, etc.) at their institutions, it is worth remembering that each individual undertakes their own journey into becoming an increasingly independent student, but ultimately that the main determinants of success lie both within themselves and with the explicit support of their college/university.
This is the second in our series of blog posts regarding publications by Loughborough University staff on pedagogical issues. Further information regarding this particular publication is available online via LUPIN; the full citation follows: Hernandez-Martinez, P. and Williams, J. (2013), Against the odds: resilience in mathematics students in transition. British Educational Research Journal, 39: 45–59. doi: 10.1080/01411926.2011.623153