Chenyan Shou and Julie Rattray Research about the Threshold Concepts Framework whilst extensive, has some areas that are less well explored. The experience of liminality, though well recognised as a significant part of the framework, is under-explored. This project seeks to extend our understanding of the experience of liminality, be it to expand its theoretical … Continue reading Research Title: How do undergraduate law students experience the learning threshold of law case reading? →

Emanuel Mizzi Meyer and Land (2003, 2005, 2006) introduced and elaborated upon the notion of a threshold concept to refer to concepts in any discipline that have a transformative effect on student learning. These concepts act like ‘conceptual gateways’ or ‘portals’, “opening up a new and previously inaccessible way of thinking about something” (Meyer and … Continue reading Threshold concepts in the Maltese secondary school economics classroom →

Bert Zwaneveld, Hans Sterk and Jacob Perrenet In 2015 the curriculum of the last three years of school secondary mathematics for students who prepare themselves for studying mathematics at a university, changed. In this new curriculum the three main parts are algebra, calculus and analytic geometry. Mathematical proving doesn’t get much attention. In 2018 the … Continue reading Mathematical proving as a threshold in undergraduate mathematics education →