{"id":720,"date":"2013-05-24T10:04:03","date_gmt":"2013-05-24T10:04:03","guid":{"rendered":"https:\/\/copyright.lboro.ac.uk\/teachingandlearning\/?p=720"},"modified":"2013-05-24T10:04:03","modified_gmt":"2013-05-24T10:04:03","slug":"maths-students-in-transition","status":"publish","type":"post","link":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/2013\/05\/24\/maths-students-in-transition\/","title":{"rendered":"Maths students in transition"},"content":{"rendered":"

\"Cover\u00a0<\/p>\n

Paul Hernandez-Martinez<\/a> (Mathematics Education Centre, Loughborough University<\/a>) and Julian Williams (University of Manchester)\u00a0recently published an article entitled \u201cAgainst the odds: resilience in mathematics students in transition\u201d in the British Educational Research Journal<\/a>.<\/p>\n

The abstract reads: \u201cThis paper examines \u2018resilience\u2019 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\u2019 stories of transition, in which we recognise elements traditionally viewed as \u2018risks\u2019 for mathematics students in transition into institutions where new demands are made. However, in each case it seems that some of their apparent background \u2018risk factors\u2019\u2014coming from poorer socioeconomic backgrounds and disadvantaged schools\u2014have 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\u2019 reflexivity as having been crucial to this accumulation of capital and we discuss some educational implications.”<\/p>\n

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\u00a0as they\u00a0transition respectively\u00a0to college and university life. Given the\u00a0structures which are being developed to facilitate student\u00a0engagement (including support at and beyond induction, personal tutoring, peer support, etc.) at their institutions, it is worth remembering that each\u00a0individual undertakes their own journey into becoming\u00a0an increasingly independent student, but ultimately that the main\u00a0determinants of success lie both within themselves and with the explicit support of their college\/university.<\/p>\n

This is\u00a0the\u00a0second\u00a0in\u00a0our series of blog posts regarding publications by Loughborough University staff on pedagogical issues. Further information regarding this particular publication is available online via LUPIN<\/a>; 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:\u00a045\u201359. doi:\u00a010.1080\/01411926.2011.623153<\/p>\n","protected":false},"excerpt":{"rendered":"

\u00a0 Paul Hernandez-Martinez (Mathematics Education Centre, Loughborough University) and Julian Williams (University of Manchester)\u00a0recently published an article entitled \u201cAgainst the odds: resilience in mathematics students in transition\u201d in the British Educational Research Journal. The abstract reads: \u201cThis paper examines \u2018resilience\u2019 of mathematics students in transition from a sociocultural perspective, in which resilience is viewed asRead more<\/a><\/p>\n","protected":false},"author":24,"featured_media":851,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"categories":[22],"tags":[],"class_list":["post-720","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-pedagogic-research"],"_links":{"self":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts\/720","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/users\/24"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/comments?post=720"}],"version-history":[{"count":0,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/posts\/720\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/media\/851"}],"wp:attachment":[{"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/media?parent=720"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/categories?post=720"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.lboro.ac.uk\/teaching-learning\/wp-json\/wp\/v2\/tags?post=720"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}