UC Santa Barbara

This qualitative study explored a mathematics transfer student intervention program, a bundle of three courses, whose goal was to facilitate the social and academic transition of participating mathematics transfer students at the study university. The aim of the study was to examine, utilizing semi-structured interviews, how six participants—three mathematics faculty, who taught and implemented courses, and three incoming mathematics transfer students—accounted for transfer students’ identity as the students were supported in developing a mathematics transfer professional vision. Using a conceptual framework grounded in Jain et al.’s transfer receptive culture and Goodwin’s (1994) professional vision, I used thematic analysis to examine whether the curriculum supported students’ development of a mathematics professional vision and whether students’ identities were accounted for by faculty and students in the process. The findings revealed that although all four aspects of mathematics transfer professional vision were supported through the curriculum; some of the aspects could have been more strongly supported via different approaches. There were noted differences between the faculty and student perspectives on how mathematics transfer students’ professional vision were supported and developed. Research and practical recommendations emphasize the need for a purposeful and simultaneous intervention and research.