Result **1** to **13** of **13** total

“Lost in transition”: alienation and drop out during the transition to mathematically-demanding subjects at university. (English)

Int. J. Educ. Res. 79, 231-239 (2016).

1

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

Teach. Math. Appl. 35, No. 3, 131-143 (2016).

2

Mathematics and its value for engineering students: what are the implications for teaching? (English)

Int. J. Math. Educ. Sci. Technol. 46, No. 3, 321-336 (2015).

3

Mathematics at university: practices, values and participation. (English)

Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 34, No. 2. Proceedings of the day conference, University of Southampton, UK, June 14, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 25-30 (2014).

4

A definition for effective assessment and implications on computer-aided assessment practice. (English)

Lindmeier, Anke M. (ed.) et al., Proceedings of the 37th conference of the International Group for the Psychology of Mathematics Education “Mathematics learning across the life span", PME 37, Kiel, Germany, July 28‒August 2, 2013. Vol. 2. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-288-8). 113-120 (2013).

5

Lecturers’ perspectives on the use of a mathematics-based computer-aided assessment system. (English)

Teach. Math. Appl. 32, No. 2, 88-94 (2013).

6

Using focus groups to investigate the presence of formative feedback in CAA. (English)

Res. Math. Educ. 14, No. 1, 87-88 (2012).

7

Mathematics coursework as facilitator of formative assessment, student-centred activity and understanding. (English)

Res. Math. Educ. 13, No. 2, 197-212 (2011).

8

Students’ views on their transition from school to college mathematics: rethinking ‘transition’ as an issue of identity. (English)

Res. Math. Educ. 13, No. 2, 119-130 (2011).

9

Focus groups to ascertain the presence of formative feedback in CAA. (English)

Smith, C. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 31, No. 2. Proceedings of the day conference, Leeds, UK, June 2011. London: British Society for Research into Learning Mathematics (BSRLM). 1-6 (2011).

10

Supporting students in their transition to university mathematics. (English)

Smith, C. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 31, No. 2. Proceedings of the day conference, Leeds, UK, June 2011. London: British Society for Research into Learning Mathematics (BSRLM). 19-24 (2011).

11

Developing a ‘leading identity’: The relationship between students’ mathematical identities and their career and higher education aspirations. (English)

Educ. Stud. Math. 73, No. 1, 55-72 (2010).

12

Ethics, performativity and decision mathematics. (English)

Joubert, M. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 28, No. 2. Proceedings of the day conference, Southampton, UK, June 27, 2008 and of the New Researcher’s day conference, Chichester, UK, June 26, 2008. London: British Society for Research into Learning Mathematics (BSRLM). 43-48 (2008).

13

Result **1** to **13** of **13** total