Perceived parental influence and students' dispositions to study mathematically-demanding courses in Higher Education

Kleanthous, Irene; Williams, Julian

doi:10.1080/14794802.2013.763608

Cited by 15 publications

(10 citation statements)

References 23 publications

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“…Lessons that involve the pupils in the process of learning, through choice of task, through collaborative learning and through active engagement are known to build resilience and increase the pupils" self-efficacy, a measure known (e.g. Kleanthous and Williams 2011) to be indicative of whether or not a pupil will continue to study mathematics once it is no longer compulsory for them to do so. The Ambassadors" preferred ways of learning are far from the atomised practice of mathematics teaching that is prevalent in many schools in 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 England (Nardi and Steward 2003).…”

Section: Discussionmentioning

confidence: 99%

Learning mathematics—letting the pupils have their say

Lee

Johnston-Wilder

2012

Educ Stud Math

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Abstract:Pupil voice is an emerging force for change and improvement in many UK schools, but what is not fully understood is how best to access pupil voice within the specific context of secondary mathematics departments. This paper presents a research project designed to use pupils as co-researchers in increasing knowledge about how to improve learning in mathematics. Pupils within the school were selected and trained as "Ambassadors" to understand and disseminate innovative ways of learning mathematics into their school environment and to act to allow the voice of all the pupils in their year group to be heard. The project was intended both to raise the pupils' awareness of how learning mathematics could be different and to enable them to voice their newly-informed opinions about how best they learned mathematics. The pupils' current feelings about the way that they were taught mathematics were explored and but the focus of the project was on enabling the pupils to make informed decisions about how they felt their learning could be improved. The pupils' awareness of different ways of learning mathematics was raised by introducing them to alternative teaching approaches. The data generated was initially analysed by the pupils themselves in order to inform their teachers about their views and subsequently constant comparison analysis resulted in the outcomes reported here. The outcomes indicate that the students could have an important role in enabling schools to develop their teaching and improve their pupils' mathematical learning when that voice is both informed and authorised.Response to Reviewers: I have reviewed all references in the text and in the reference list and ensured that they are now all correct. Powered by Editorial Manager® and Preprint Manager® from Aries Systems Corporation AbstractPupil voice is an emerging force for change and improvement in many UK schools, but what is not fully understood is how best to access pupil voice within the specific context of secondary mathematics departments. This paper presents a research project designed to use pupils as coresearchers in increasing knowledge about how to improve learning in mathematics. Pupils within the school were selected and trained as "Ambassadors" to understand and disseminate innovative ways of learning mathematics into their school environment and to act to allow the voice of all the pupils in their year group to be heard. The project was intended both to raise the pupils" awareness of how learning mathematics could be different and to enable them to voice their newly-informed opinions about how best they learned mathematics. The pupils" current feelings about the way that they were taught mathematics were explored and but the focus of the project was on enabling the pupils to make informed decisions about how they felt their learning could be improved. The pupils" awareness of different ways of learning mathematics was raised by introducing them to alternative teaching approaches. The data generated was initially analysed by the pup...

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Section: Discussionmentioning

confidence: 99%

Learning mathematics—letting the pupils have their say

Lee

Johnston-Wilder

2012

Educ Stud Math

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“…It has been noted that there is relatively little research on young people's technology/computing attitudes and career aspirations (Wong & Kemp, ) and while there is a growing body of research on factors shaping aspirations and attitudes in engineering and maths, this is largely focused on students in higher education (Godwin et al, ; Marra, Rodgers, Shen, & Bogue, ; Min, Zhang, Long, Anderson, & Ohland, ). Research on maths aspirations and attitudes is also growing at both the secondary (Black et al, ; Brown, Brown, & Bibby, ; Kleanthous & Williams, ) and postsecondary levels (e.g., Hernandez‐Martinez et al, ). In contrast there has been sustained and extensive work on aspirations and attitudes in the field of science education)—which suggests that the factors shaping aspirations are highly complex (e.g., Archer, DeWitt, et al, ; Archer, Hollingworth, et al, ; Danielsson, ; Osborne, Simon, & Collins, ; Sheldrake, Mujtaba, & Reiss, ).…”

Section: Introductionmentioning

confidence: 99%

Science capital or STEM capital? Exploring relationships between science capital and technology, engineering, and maths aspirations and attitudes among young people aged 17/18

et al. 2020

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We previously proposed that science capital (science‐related forms of cultural and social capital) can be used as a theoretical lens for explaining the patterned nature of aspirations and educational participation among young people aged 11–16. Building on these findings, the present article investigates whether science capital is related to post‐18 aspirations to pursue further STEM study and whether science capital can be extended to related disciplines including engineering, maths and technology. Specifically, we report on correlational analyses exploring the relationships between science, technology, engineering and maths attitudes and science capital. Drawing on data from a new survey of 7,013 17/18 year old English secondary school students, analyses showed that science capital, while strongly related to engineering and physical science future study aspirations, was not strongly related to the pursuit of either maths or technology postsecondary study. The findings also suggest that engineering and maths attitudes have a stronger relationship to science capital than attitudes relating to technology. We conclude with a discussion of the implications of these findings and propose that science capital might be more usefully applied to “SEM,” with links to technology fields and aspirations needing further exploration.

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“…Cultural capital is defined as "subtle modalities in the relationship to culture and language" (Bourdieu, 1977, p. 495). Although cultural capital is the most commonly used of Bourdieu's tools to investigate educational inequalities, past quantitative studies have made limited use of cultural capital and habitus simultaneously (for example, Dumais, 2002;Kleanthous & Williams, 2013).…”

Section: Current Reportmentioning

confidence: 99%

“…This research paper reports early results from my doctoral study which uses Bourdieu's conceptual tools to explore how social class, gender and ethnicity affect attitudes towards mathematics and mathematical achievement in secondary schools in England. Kleanthous and Williams (2013) explored the effect of perceived parental aspiration on students' mathematics disposition using the Bourdieuan concepts of habitus and symbolic violence; my focus is on students' attitudes, using habitus, field and cultural capital.…”

Section: Current Reportmentioning

confidence: 99%

Exploring students' attitudes towards mathematics and mathematical achievement in secondary schools in England: the role of social class, gender and ethnicity

Quaye

2014

Research in Mathematics Education

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Perceived parental influence and students' dispositions to study mathematically-demanding courses in Higher Education

Cited by 15 publications

References 23 publications

Learning mathematics—letting the pupils have their say

Learning mathematics—letting the pupils have their say

Science capital or STEM capital? Exploring relationships between science capital and technology, engineering, and maths aspirations and attitudes among young people aged 17/18

Exploring students' attitudes towards mathematics and mathematical achievement in secondary schools in England: the role of social class, gender and ethnicity

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