How Mathematics Courses and a Department Supported Transfer Students' Development of Professional Vision

• In Event: Imagining New Possibilities for Undergraduate Student Learning and Development in STEM

Abstract

While past research has focused on understanding the overall experiences of transfer students, little work has focused specifically on mathematics majors. This study explores the development of professional vision among mathematics transfer students, drawing from focus groups with 21 participants enrolled in a bundle of three transitional mathematics courses concurrently at a four-year research university. Overall, these courses: (a) cultivated community among the transfer students; (b) created mathematical competence that was different from their prior mathematics learning experiences, particularly around proof and problem solving; (c) developed facility with studying and how to be four-year mathematics student; and (d) provided resources for mapping a future as a future mathematics professional.

Authors

• Sarah Ann Roberts, University of California - Santa Barbara

• Krista Lucas, University of California - Santa Barbara

• Hannali Pajela, University of California - Santa Barbara