Student transition to university mathematics education: Transformations of people, tools and practices

Abstract

There has been a widespread concern over the lack of preparedness of students making the transition from upper secondary to university mathematics. It appears that students experience different difficulties at different stages and develop different strategies to make these transitions successful. At the same time institutional practices afford, or hinder, students developing a mathematical disposition and an identity that supports their engagement with mathematically oriented subjects in upper secondary and tertiary education. This links to most European government concern about student participation, and success, in mathematics. In the UK the Smith report (2004) stressed the need for more young people to continue to study mathematics, which, as it was suggested, could be achieved by wider recognition of the importance of mathematics, improved teacher supply and professional development for teachers, and changes in the curriculum and qualifications pathways, so as to provide appropriate progression for all students (Brown et al. 2007, p. 18).