RUME 26
2024
Omaha, Nebraska
In Transition from Undergraduate to Postgraduate Mathematics: A Case of Re-learning to Learn
Page: 844
The transition from undergraduate to postgraduate studies has been underexplored in mathematics education research. Several studies showed that this transition is challenging as it requires countless changes in familiar practices. In this paper, we present the case of Jordan— an honors student who was developing mathematical background as a stepping stone toward his research project. With the commognitive framework, we analyzed the data from three interviews to reveal Jordan’s mathematical learning network of routines. The findings detail the network’s components and illuminate the role of agency in Jordan’s network development. Agency appears as necessary to navigate learning routines common in undergraduate studies and enables Jordan to be less dependent on externally provided resources shaping his learning.