Visual representations of undergraduate students' experiences of university mathematics departments

Jennifer Hall, Travis Robinson, Jennifer Flegg, Jane Wilkinson

Research output: Chapter in Book/Report/Conference proceedingConference PaperOtherpeer-review

Abstract

Declining numbers of undergraduate students, particularly women, graduating in mathematics impact national innovation. In this paper, we report on findings from an Australian study about undergraduate students’ conceptions of the supports and challenges that they experience in mathematics departments. Specifically, we discuss findings from our analysis of the visual representations (photographs) provided by the participants and discussed in focus group interviews. We provide insight into students’ lived experiences – related to gender issues and peer support in particular – that may contribute to attrition from mathematics.
Original languageEnglish
Title of host publicationProceedings of the Forty-First Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
EditorsSamuel Otten, Amber G. Candela, Zandra de Araujo, Cara Haines, Charles Munter
Place of PublicationSt Louis MO USA
PublisherUniversity of Missouri
Pages1494-1498
Number of pages5
ISBN (Print)9780578577913
Publication statusPublished - 2019
EventAnnual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education 2019: PME-NA 2019 - St Louis, United States of America
Duration: 14 Nov 201917 Nov 2019
Conference number: 41st

Conference

ConferenceAnnual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education 2019
CountryUnited States of America
CitySt Louis
Period14/11/1917/11/19

Cite this

Hall, J., Robinson, T., Flegg, J., & Wilkinson, J. (2019). Visual representations of undergraduate students' experiences of university mathematics departments. In S. Otten, A. G. Candela, Z. de Araujo, C. Haines, & C. Munter (Eds.), Proceedings of the Forty-First Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1494-1498). St Louis MO USA: University of Missouri.