‘I call it math therapy’: student narratives of growth, belonging and confidence in mathematical thinking workshops
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Anita L. Campbell
[1]
;
Jonathan P. Shock
[1]
;
Mashudu Mokhithi
[1]
;
Pragashni Padayachee
[1]
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[1] University of Cape Town
University of Cape Town
City of Cape Town, Sudáfrica
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- Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 56, Nº. 12, 2025, págs. 2353-2378
- Idioma: inglés
- DOI: 10.1080/0020739X.2025.2564193
- Texto completo no disponible (Saber más ...)
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Resumen
The transition from school to university mathematics presents academic, emotional and social challenges for many students. In response, Mathematical Thinking Workshops were introduced at the University of Cape Town to support first-year science students in developing reflective, strategic approaches to mathematical learning. The workshops aimed to foster conceptual understanding, metacognitive regulation and a stronger sense of mathematical identity through collaborative problem-solving and structured reflection. This study qualitatively evaluates how students perceive the workshop's impact, which aspects are most beneficial, and what challenges arise. Data were collected through six focus group interviews with 17 workshop participants. Reflexive thematic analysis was used, informed by theories of identity, metacognition, adaptive expertise and sociocultural learning. Five themes emerged: (1) Reflective and Strategic Mathematical Thinking, (2) Communication and Problem-Solving Confidence, (3) Reconnecting with Mathematics Through Alignment, (4) Facilitator Influence and Supportive Learning Environment and (5) Student-identified Hurdles. Students reported increased confidence, deeper conceptual engagement and stronger peer belonging. Benefits included metacognitive growth, collaborative learning and emotional safety, though barriers, such as venue discomfort and time pressures, were noted. The findings suggest that theoretically grounded interventions like these workshops can transform students’ mathematical learning and identity, and should be scaled and embedded into mainstream curricula.
