University mathematics has been described as a setting that has challenges in inviting everyone to be part of the mathematics community. Thus, university mathematics offers an important context for research on belonging. For this study, we utilised a mixed-methods approach to investigate the various ways mathematics students belong or do not belong to the mathematics community. Based on both quantitative and qualitative analyses, three student profiles were identified: Members of the Scientific Community, Members of the Social Community, and Non-Members. The first profile highlights students’ belonging to the scientific community, the second profile emphasises belonging to the social community of students, and in the third profile students’ responses reflected various ways of not belonging to the mathematics community. In addition, we elaborate on how university mathematics learning environments both promote and hinder students’ sense of belonging. Overall, the study broadens the understanding of the ways of belonging in the mathematics context and provides suggestions for teaching to address the issues of exclusion that are currently present in the culture of university mathematics.

中文翻译：

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数学家如何适应？大学生数学归属感的混合方法分析

大学数学被描述为在邀请所有人加入数学社区方面面临的挑战。因此，大学数学为归属研究提供了重要的背景。在本研究中，我们采用了一种混合方法来研究数学学生属于或不属于数学界的各种方式。根据定量和定性分析，确定了三个学生档案：科学共同体成员，社会共同体成员和非成员。第一个特征强调学生属于科学共同体，第二个特征强调学生属于学生的社会共同体，在第三个特征中学生的回答反映了不属于数学共同体的各种方式。此外，我们将详细阐述大学数学学习环境如何促进和阻碍学生的归属感。总体而言，该研究拓宽了对数学上下文中归属方式的理解，并为教学提供了解决大学数学文化中当前存在的排斥问题的建议。