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``I don't like Maths as a subject but I like doing it'': a methodology for understanding mathematical identity
Howard, Fionnán; Nic Mhuirí, Siún; O'Reilly, Maurice
This paper presents a thematic analysis methodology which uses a hybrid coding process to understand how science and engineering students in higher level education relate to mathematics. This process utilises and builds on previous research on mathematical identity amongst student teachers by using deductive coding while continuing to be grounded in the new data through inductive coding. Many authors have written on both or either of these methods. Most treat it was a simple choice between one or the other. Few have addressed best practice in integrating these approaches
Keyword(s): Education; Identity; Mathematics; Mathematical identity ; transition ; higher level education ; thematic analysis
Publication Date:
2019
Type: Other
Peer-Reviewed: Unknown
Language(s): English
Institution: Dublin City University
Citation(s): Howard, Fionnán ORCID: 0000-0003-0802-9783 <https://orcid.org/0000-0003-0802-9783>, Nic Mhuirí, Siún ORCID: 0000-0001-5008-5573 <https://orcid.org/0000-0001-5008-5573> and O'Reilly, Maurice (2019) ``I don't like Maths as a subject but I like doing it'': a methodology for understanding mathematical identity. In: Eleventh Congress of the European Society for Research in Mathematics Education, 5-10 Feb 2019, Utrecht, Netherlands.
Publisher(s): Freudenthal Group
File Format(s): application/pdf
Related Link(s): http://doras.dcu.ie/25276/1/TWG08_11.pdf,
https://hal.archives-ouvertes.fr/hal-02410134
First Indexed: 2020-12-19 07:04:54 Last Updated: 2020-12-19 07:04:54