The transition from school to tertiary study of mathematics comes under increasing scrutiny in research. This article reports on some findings from a project analysing the transition from secondary to tertiary education in mathematics. One key variable in this transition is the teacher or lecturer. This article deals with a small part of the data from the project -analysing secondary teachers' and lecturers' responses to questions on the differences they perceive between school and university and the importance of calculus, a bridging content. The results provide evidence of similarities and differences in the thinking of teachers and lecturers about the transition process. They also show that each group lacks a clear understanding of the issues involved in the transition from the other's perspective, and there is a great need for improved communication between the two sectors.
Issues arising in the transition from secondary school to tertiary mathematics study are increasingly coming under scrutiny. In this paper, we analyse two practical aspects of the school-tertiary interface: teaching style; and assessment. We present some of the findings arising from a 2-year national project in New Zealand titled "Analysing the Transition from Secondary to Tertiary Education in Mathematics" supported by the New Zealand Ministry of Education. The results provide evidence of similarities and differences between teachers and lecturers in their preferred teaching approaches and assessment strategies that contribute to a transitional gap between the school and tertiary sectors. The results also show that each group lacks a clear understanding of the issues involved in the transition from the other's perspective, and there is a need for improved communication between the two sectors.
This paper reports on the results of an observational parallel study conducted simultaneously at 2 universities -one each in New Zealand and Germany. It deals with university engineering students' difficulties in the formulation step of solving a typical application problem from a first-year calculus course. Two groups of students (54 in New Zealand and 50 in Germany) completed a questionnaire about their difficulties in solving the problem which was set as part of a mid-semester test. The research endeavoured to find reasons most of the students could not use their knowledge to construct a simple function in a familiar context. It was neither lack of mathematics knowledge nor an issue with the context. The students' difficulties are analysed and presented along with their suggestions on how to improve their skills in solving application problems.
In this review we will first look in detail at V.A. Plotnikov's results on the substantiation of full and partial schemes of averaging for differential inclusions in the standard form on final and infinite interval. Then we will consider the algorithms where there is no average, but there is a possibility to find its estimation from below and from above. Such approach is also used when the detection of an average is approximate. This situation is especially typical at consideration of differential inclusions with fast and slow variables. In the last part we will give the results concerning the substantiation of the full and partial averaging method for impulsive differential inclusions on final and infinite intervals.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.