Re-thinking science capital: the role of ‘capital’ and ‘identity’ in mediating students’ engagement with mathematically demanding programmes at university

Teaching Mathematics and Its Applications: International Journal of the IMA, pp. 131-143, 2016.

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A wide body of literature has highlighted how high achievement in mathematics in secondary school does not necessarily motivate students to both choose and succeed on mathematically demanding programmes at post-compulsory level. The recent Enterprising Science project (Archer et al. (2015, J. Res. Sci. Teach., 52, 922–948)) and before tha...More



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