A Trio of Courses to Support Mathematics Transfer Students' Development of Professional Vision

Autor/inn/en	Roberts, Sarah A.; Pajela, Hannali
Titel	A Trio of Courses to Support Mathematics Transfer Students' Development of Professional Vision
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 18 (2022) 3, (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Roberts, Sarah A.) ORCID (Pajela, Hannali)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Mathematics Instruction; Transfer Students; Mathematical Aptitude; Sense of Community; Professional Identity; Occupational Aspiration; Career Choice; Career Awareness; School Holding Power; Transitional Programs; Student Experience; Learner Engagement; Access to Information; Career Development + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Hochschulwechsel; Schulwechsel; Studienortwechsel; Berufsneigung; Berufsziel; Karrierebewusstsein; Studienerfahrung; Berufsentwicklung
Abstract	This study explored the development of professional vision as related to transfer students becoming upper division, four-year mathematics students. We drew from qualitative focus groups with 21 participants at a four-year research university, who were enrolled in a trio of concurrent transitional mathematics courses. We examined the development of professional vision in three areas: engaging in proof and problem solving, being a member of a university mathematics community, and finding a future in mathematics. We found that students developed professional vision related to proof and problem solving, including experiences that were more abstract, more proof-based, and more problem solving-based. Development of community as part of the students' professional vision was embedded throughout the cohort model, a noteworthy aspect of the trio of courses. Finally, students' professional vision around finding a future in mathematics developed around future careers in mathematics, as well as students' access to and knowledge of future career opportunities. Ultimately, diminished timelines exacerbated many of students' struggles, as related to professional vision or otherwise. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01