Comparing transfer and non-transfer college students’ mathematics professional vision

Abstract

This research focuses on the importance of attending to transfer students in mathematics departments at research universities. This study explores the development of professional vision among mathematics transfer students, through examining community, “student” skills, and students’ future career aspirations. A bundle of three transitional mathematics course for transfer students offered concurrently at a four-year research university provided the setting, and we compared transfer students enrolled in bundle, non-bundle transfer students, and non-transfer students. Overall, students identified differences in their mathematical communities, their development as mathematics students, and their resources for career pathways.