Abstract

School-university transition in mathematics is of global concern, with multiple cognitive, social and affective disjunctures evidenced. Access to, successful participation in and retention on, competitive mathematically intensive degree courses remain particular challenges in England, especially for disadvantaged young people with high mathematical aptitude. One response has been to establish mathematics specialist schools aimed at such students aged 16–18. Early cohorts have achieved encouraging progression to and through such university courses, but more qualitative and longitudinal outcomes have been less well evidenced. The reported study harnessed a student lens and documentary scrutiny to analyse the contribution to building for successful transition of the particular approaches used. Data suggest that the model adopted has initially supported transition to target degree courses well. I relate the findings to known transition challenges in the global issue of successful passage into and through university mathematics education. I argue many of those are in principle transferable to other post-16 contexts. The study therefore offers evidence suggesting broadly applicable specific strategies that can begin to address widely problematic disjunctures in transition.

中文翻译：

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过渡到大学：一所专业数学学校的贡献

摘要

数学中的大学-大学过渡是全球关注的问题，已证明存在多种认知，社会和情感障碍。在英格兰，获得竞争性的数学强化学位课程的机会，如何成功参与和坚持，仍然是特别的挑战，特别是对于具有较高数学才能的处境不利的年轻人而言。一种反应是建立针对这类16-18岁学生的数学专业学校。早期的队列研究已经取得了令人鼓舞的进展，并通过此类大学课程取得了进展，但是，更多的定性和纵向结果却缺乏充分的证据。报道的研究利用学生的视角和文献审查来分析为成功过渡所使用的特定方法而做出的贡献。数据表明，所采用的模型最初已经很好地支持了向目标学位课程的过渡。我将这些发现与成功地通过大学数学教育的全球问题中的已知过渡挑战相关联。我认为其中许多原则上都可以转移到其他16后的环境中。因此，该研究提供了证据，表明广泛适用的特定策略可以开始解决过渡中广泛存在的问题。