Affective fields: Mathematics students' experience of the mathematics in the transition from high school to university

Matematikstuderendes oplevelse af faget i overgangen fra gymnasie til universitet

Authors

DOI:

https://doi.org/10.7146/dut.v20i37.145288

Abstract

This case study explores the affective impact on students in their first year of studying mathematics based on Schindler and Bakker's affective field (2022). The focus is on the transition from high school to university and how both first and third semester students navigate this transition in relation to their affective connection to mathematics. Methodologically, qualitative approaches such as visual representations and focus group interviews are employed. The results indicate that the students' perception of mathematics shifts from being a tool to a science, affecting their confidence in mathematics after one year of study. The study provides a basis for recommendations to educators and institutional leaders on supporting students in the transition from high school to university.

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Rapport: Det Naturvidenskabelige Fakultets Uddannelsesberetning (2022), x Universitet, December 2022, Journalnummer 501

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Published

2025-02-05

How to Cite

Svendsen, M. W. H., Svabo , C., & Aamand Andersen , L. (2025). Affective fields: Mathematics students’ experience of the mathematics in the transition from high school to university: Matematikstuderendes oplevelse af faget i overgangen fra gymnasie til universitet. The Danish Journal of Higher Education, 20(37). https://doi.org/10.7146/dut.v20i37.145288

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