Using a narrative approach to study the transition to higher-level
education
Howard, FionnánORCID: 0000-0003-0802-9783, Nic Mhuirí, SiúnORCID: 0000-0001-5008-5573 and O'Reilly, Maurice
(2022)
Using a narrative approach to study the transition to higher-level
education.
In: 9th CASTeL STEM Education Research Conferene (SMEC), 24 -25 June 2022, Dublin.
ISBN 978-1-911669-41-8
This paper presents the results of a longitudinal study into the mathematical identity of science and
engineering students (MISE) in Dublin City University. The goal of the research was to expand on
previous mathematical identity research in Ireland by including science and engineering students
since they study a significant amount of mathematics at university level.
Mathematical identity is considered to be one’s relationship with mathematics, including knowledge
of the subject and perception of oneself and others (Eaton & OReilly, 2009, p. 228). This qualitative
study was conducted over four years using a narrative approach to mathematical identity (Radovic,
Black, Williams & Salas, 2018, p. 29). The study involved 32 participants from science and
engineering courses in DCU, including several students of science education who have since
qualified as teachers. All participants completed an online open-ended questionnaire on
mathematical identity in their first year of university. A further five participants contributed to focus
groups and six participants took part in narrative interviews at the final stage of data collection. The
conclusions are derived from participants’ mathematical identity narratives which were developed
through several stages of data collection involving both thematic and narrative analysis.
The findings highlight several issues that affected multiple participants and may affect a broader
cohort of students than were included in the study. We also present some unique features of
mathematical identity that arose in this context as students transitioned to higher-level education.