Lisa Österling and Bruna Nunes: Who are the mathematics students?

Abstract: 

In this presentation, we invite you to discuss findings from our research project on first-year students in mathematics and physics in Sweden. The dropout-rate in higher education mathematics is high, yet prior research suggests that lack of ability is not the main factor driving students to leave STEM. To better understand these dynamics, the IMMPACT project investigates the resources students bring to their studies in mathematics or physics and how these relate to their sense of belonging in the programme. We conducted a survey to investigate the mathematics or physics-related resources students grew up with, which we refer to as their mathematics or science capital. 462 students responded, and findings show that an overwhelming majority of students enter higher education mathematics with good grades in mathematics, finding mathematics interesting in school, and frequent affirmation from others that they are “good at math”. A smaller group of students grew up with family or other acquaintances in mathematics-related fields. We combine the survey with qualitative interviews conducted with 33 first-year students. In these interviews, students reflect on their educational trajectories and the futures they envision. Preliminary analysis reveals how students’ identities as mathematics or physics learners are shaped through their interactions with people, artefacts, and their own social markers of difference, such as age, gender, and language —which, in turn, influence their sense of belonging in the programme. These findings provide a more nuanced understanding of diversity in higher education mathematics and physics, with possible implications for inclusive pedagogies.