View in EDS

Using the Construct of the Didactic Contract to Understand Student Transition into University Mathematics Education

Saved in:
Bibliographic Details
Title: Using the Construct of the Didactic Contract to Understand Student Transition into University Mathematics Education
Language: English
Authors: Pepin, Birgit
Source: Policy Futures in Education. 2014 12(5):646-657.
Availability: Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/pfie
Peer Reviewed: Y
Page Count: 12
Publication Date: 2014
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Higher Education
Postsecondary Education
Descriptors: Secondary School Mathematics, College Mathematics, Student Adjustment, Minority Group Students, Urban Schools, Mathematics Achievement, Transitional Programs, Foreign Countries, Student Experience, Mathematics Education, Decision Making, Identification (Psychology), Mixed Methods Research, Student Surveys, Longitudinal Studies, Interviews, Case Studies, Documentation, Content Analysis, Teacher Attitudes, Student Attitudes
Geographic Terms: United Kingdom (England)
DOI: 10.2304/pfie.2014.12.5.646
ISSN: 1478-2103
Abstract: In this article the concept of the Didactic Contract is used to investigate student "transition" from upper secondary into university mathematics education. The findings are anchored in data from the TransMaths project, more particularly the case of an ethnic minority student's journey from his school to a university mathematics course taught at a large inner-city university in England. Results show that there is a transformation (or rupture) of the Didactic Contract from school to university mathematics, and that this is likely to have serious consequences for students' success, or failure, at this crossroads of students' mathematical development, in particular if students are left to "bridge the gap" from one contract to the other. Further, the author argues that in order to help to smooth the passage, a refinement of the Didactic Contract is helpful, a re-conceptualisation in terms of Normative Didactic Contract and Personal Didactic Contract, and each needs to be considered at each level of development. This is likely to raise awareness about the necessary conditions for success at both sides of the transition junction, and providing appropriate support for students at both levels is likely to provide access for more students to successfully stay in higher education mathematics.
Abstractor: As Provided
Number of References: 28
Entry Date: 2014
Accession Number: EJ1047295
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1047295
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Using the Construct of the Didactic Contract to Understand Student Transition into University Mathematics Education
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Pepin%2C+Birgit%22">Pepin, Birgit</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Policy+Futures+in+Education%22"><i>Policy Futures in Education</i></searchLink>. 2014 12(5):646-657.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/pfie
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 12
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2014
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Secondary+School+Mathematics%22">Secondary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22College+Mathematics%22">College Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Adjustment%22">Student Adjustment</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Transitional+Programs%22">Transitional Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Identification+%28Psychology%29%22">Identification (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Mixed+Methods+Research%22">Mixed Methods Research</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Surveys%22">Student Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Documentation%22">Documentation</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Analysis%22">Content Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.2304/pfie.2014.12.5.646
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1478-2103
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In this article the concept of the Didactic Contract is used to investigate student "transition" from upper secondary into university mathematics education. The findings are anchored in data from the TransMaths project, more particularly the case of an ethnic minority student's journey from his school to a university mathematics course taught at a large inner-city university in England. Results show that there is a transformation (or rupture) of the Didactic Contract from school to university mathematics, and that this is likely to have serious consequences for students' success, or failure, at this crossroads of students' mathematical development, in particular if students are left to "bridge the gap" from one contract to the other. Further, the author argues that in order to help to smooth the passage, a refinement of the Didactic Contract is helpful, a re-conceptualisation in terms of Normative Didactic Contract and Personal Didactic Contract, and each needs to be considered at each level of development. This is likely to raise awareness about the necessary conditions for success at both sides of the transition junction, and providing appropriate support for students at both levels is likely to provide access for more students to successfully stay in higher education mathematics.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 28
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2014
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1047295
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1047295
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.2304/pfie.2014.12.5.646
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 646
    Subjects:
      – SubjectFull: Secondary School Mathematics
        Type: general
      – SubjectFull: College Mathematics
        Type: general
      – SubjectFull: Student Adjustment
        Type: general
      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: Urban Schools
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Transitional Programs
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Decision Making
        Type: general
      – SubjectFull: Identification (Psychology)
        Type: general
      – SubjectFull: Mixed Methods Research
        Type: general
      – SubjectFull: Student Surveys
        Type: general
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Interviews
        Type: general
      – SubjectFull: Case Studies
        Type: general
      – SubjectFull: Documentation
        Type: general
      – SubjectFull: Content Analysis
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: United Kingdom (England)
        Type: general
    Titles:
      – TitleFull: Using the Construct of the Didactic Contract to Understand Student Transition into University Mathematics Education
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Pepin, Birgit
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2014
          Identifiers:
            – Type: issn-electronic
              Value: 1478-2103
          Numbering:
            – Type: volume
              Value: 12
            – Type: issue
              Value: 5
          Titles:
            – TitleFull: Policy Futures in Education
              Type: main
ResultId 1