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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/20143

Title: Understanding undergraduate disengagement from mathematics: addressing alienation
Authors: Solomon, Yvette
Croft, Tony
Keywords: Undergraduate mathematics
Issue Date: 2015
Publisher: © Elsevier
Citation: SOLOMON, Y. and CROFT, T., 2015. Understanding undergraduate disengagement from mathematics: addressing alienation. International Journal of Educational Research, 79, pp. 267-276.
Abstract: This paper explores the phenomenon of student disengagement from university mathematics through the lens of Marx's concept of alienation. Distinguishing between alienation as an objective relationship and the subjective state of disaffection, it argues that dominant modes of teaching in the English school system produce alienated relationships with mathematics, including among successful students, which university teaching does not necessarily reverse. Drawing on interviews with 15 second-year mathematics single major students from 4 universities, in which they explain their experiences of university mathematics, we argue that 'undoing' alienation and enhancing engagement at university rests on the development of new relationships with mathematics through greater support for students' developing confidence in independent mathematical judgement.
Description: This paper was accepted for publication in the journal International Journal of Educational Research and the definitive published version is available at http://dx.doi.org/10.1016/j.ijer.2015.10.006.
Version: Accepted for publication
DOI: 10.1016/j.ijer.2015.10.006
URI: https://dspace.lboro.ac.uk/2134/20143
Publisher Link: http://dx.doi.org/10.1016/j.ijer.2015.10.006
ISSN: 0883-0355
Appears in Collections:Published Articles (Mathematics Education Centre)

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