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 language | English |
|---|---|
| Title of host publication | Proceedings of the Forty-First Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education |
| Editors | Samuel Otten, Amber G. Candela, Zandra de Araujo, Cara Haines, Charles Munter |
| Place of Publication | St Louis MO USA |
| Publisher | University of Missouri |
| Pages | 1494-1498 |
| Number of pages | 5 |
| ISBN (Print) | 9780578577913 |
| Publication status | Published - 2019 |
| Event | Annual 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 2019 → 17 Nov 2019 Conference number: 41st |
Conference
| Conference | Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education 2019 |
|---|---|
| Country | United States of America |
| City | St Louis |
| Period | 14/11/19 → 17/11/19 |
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.