Data set - Navigating the Expectation Canyon: Qualitative Case Study of Identity and Transition in Advanced Undergraduate Mathematics (IJMEST)

University mathematics courses have become formidable challenges for many students, contributing to declining success rates and increased dropout rates. These difficulties affect not only students specializing in mathematics but also those who require it as a support subject. The cumulative effects of these struggles extend beyond academia, impacting students’ psychological well-being, social experiences, institutional retention, and even broader economic outcomes. Understanding and addressing the root causes is therefore critical to boosting student engagement, motivation, and ultimately their academic success.A particularly pressing issue in South Africa is the gap between secondary and tertiary mathematics education. High school mathematics often emphasizes rote calculations and formulaic problem-solving, while university-level mathematics shifts to a focus on abstract reasoning, formal proofs, and a symbolic language that is unfamiliar to many new students. This transition can be a shock; students who expect a familiar approach quickly realize that mathematics at university involves minimal calculation and instead requires fluency in mathematical language and concepts. This discrepancy between expectation and reality can be particularly challenging for students, especially as they encounter an entirely new set of abstractions, symbols, and rules essential to advanced mathematics.