Student motivations, barriers and support needs: a UK survey on transitions to HE mathematics

Abstract It has long been understood that the transition from school to university is challenging for many undergraduate mathematics students. This is a continual cause for concern for university staff and students, and may lead to student dissatisfaction, lost learning and students changing courses or leaving higher education. In our study, we conducted a survey of first-year mathematics students at seven UK universities with different entry requirements, curricula and support provision. Insights was gained into student motivations, attitudes and the barriers they face during their transition to university. Using survey responses from 289 students, we explore how students’ perceptions and expectations of studying mathematics, as well as their utilization of support provision, may change after their secondary–tertiary transition. Key findings indicate that students much prefer the style of teaching found in secondary education compared to university, where they believe there is a lack of support and they are reluctant to ask their teacher for help.