Affections in the transition to undergraduate mathematics

Abstract

The module ‘Introduction to Study and Research in Mathematics’ is a credit-bearing unit of teaching designed particularly with the aim of supporting students in the transition from school to studying mathematics at undergraduate level in the UK. This case study discusses how the design of the module was impacted by consideration of the affective domain, aiming to build both students’ understanding of and interest in mathematics as an academic discipline and their confidence in tackling mathematics questions they do not initially know how to answer.