Secondary-tertiary transition: what mathematics skills can and should we expect this decade?

Abstract

We report on the mathematics competencies of 206 Engineering and Science students commencing an algebra and calculus course at an Australian university in the first semester of 2006. To inform course design in the face of growing student diversity, skills were assessed via a pre-test covering six fundamental areas. These data were also compared with the 1997 to 2001 data. The findings revealed reasonable skills with arithmetic, fractions, and index laws but ongoing weaknesses in areas of algebra, functions, and trigonometry. These findings have important implications for planning in Australian universities. Implications for school curricula are also considered.