Transmaths: Learners - Across Phases

Learners develop different relationships with, and dispositions towards, mathematics at different stages of their trajectories through their studies in school, college and university. These relationships and dispositions are contingent upon learners experiences and consequently subject to fluctuation. Central to this identity development are social relationships between learners and teachers in mathematics learning situations and the confidence and self-efficacy that these inspire. Institutions as well as peers, families and teachers play important roles in coming to define students’ relationships with mathematics and how they value their learning. Particularly important is how mathematics is valued by both institutions and (often as a result) learners: this value can often be characterised as 'exchange' or 'use' value with former playing an increasingly important role in education seen as a market-place.

Attainment is just one outcome of mathematics courses: all too often other outcomes have low priority.