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

Jourdan, Nic and Cretchley, Patricia and Passmore, Tim (2007) Secondary-tertiary transition: what mathematics skills can and should we expect this decade? In: MERGA 30: Mathematics: Essential Research, Essential Practice, 2-6 Jul 2007, Hobart, Australia.

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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.

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Item Type:	Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed:	Yes
Item Status:	Live Archive
Additional Information:	Deposited with blanket permission of the publisher.
Depositing User:	Mr Tim Passmore
Faculty / Department / School:	Historic - Faculty of Sciences - Department of Maths and Computing
Date Deposited:	22 Jan 2008 00:14
Last Modified:	02 Jul 2013 22:57
Uncontrolled Keywords:	secondary-tertiary transition; mathematics competency; apptitude; mathematical knowledge; knowledge assessment; algebra; calculus
Fields of Research :	13 Education > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy 01 Mathematical Sciences > 0101 Pure Mathematics > 010101 Algebra and Number Theory 13 Education > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy
Socio-Economic Objective:	C Society > 93 Education and Training > 9303 Curriculum > 930302 Syllabus and Curriculum Development
URI:	http://eprints.usq.edu.au/id/eprint/3761

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