Mathematical identity lore science and engineering students in an Irish university

This paper presents the initial findings of my PhD study investigating science and engineering
undergraduates’ relationship with mathematics and the contexts that inform this relationship.
Thirty-two students completed an online questionnaire consisting of three open-ended
questions. The data was analysed using thematic analysis with both inductive (data-driven)
and deductive (theoretical) coding. A summary of the background, theoretical perspective and
conceptual framework will be presented followed by some initial results. Student responses
illustrating two emergent themes will be described