Empowering Undergraduate Mathematics Majors Through Recognition of the Secondary-Tertiary Transition: The Case of Evelyn

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

Abstract

The transition from school to university mathematics (or, the secondary-tertiary transition) has received increased attention in a variety of international contexts, but less is known about this phenomenon in the United States. There are many dimensions to the secondary-tertiary transition (STT) and in this study we draw upon Di Martino and Zan’s (2010) three-dimensional model, in which they reify the role of various emotional and affective factors of the STT, with a focus on students’ emotional disposition towards mathematics, vision of mathematics, and perceived competence in mathematics. We designed and implemented an intervention to address problematic aspects of the STT for undergraduate mathematics majors. The case of Evelyn is presented as an example of examining these emotional and affective factors.

Authors

• Kathleen Michelle Clark, Florida State University

• Seyda Uysal, Florida State University