Engineering undergraduates’ views of A-level Mathematics and Further Mathematics as preparation for their degree

Darlington, Ellie; Bowyer, Jessica

doi:10.1093/teamat/hrw020

Cited by 6 publications

(5 citation statements)

References 25 publications

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“…In the list of retained articles, we have that the works [21,61,62,77,83,104,105,117] are out of the groups presented before, although their topic of research is related to the teaching of ordinary differential equations and applications. However the didactic methodologies used are not explicitly presented or their goals are not precisely the teaching and learning ordinary differential equations in classroom experiences, for instance [21] is a review or [117] presents the results of a pilot research project.…”

Section: Other Methodologiesmentioning

confidence: 99%

Classroom Methodologies for Teaching and Learning Ordinary Differential Equations: A Systemic Literature Review and Bibliometric Analysis

et al. 2021

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In this paper, we develop a review of the research focused on the teaching and learning of ordinary differential equations with the following three purposes: to get an overview of the existing literature of the topic, to contribute to the integration of the actual knowledge, and to define some possible challenges and perspectives for the further research in the topic. The methodology we followed is a combination of a systematic literature review and a bibliometric analysis. The contributions of the paper are given by the following: shed light on the latest research in this area, present a characterization of the actual research lines regarding the teaching and learning of ordinary differential equations, present some topics to be addressed in the next years and define a starting point for researchers who are interested in developing research in this field.

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Section: Other Methodologiesmentioning

confidence: 99%

Classroom Methodologies for Teaching and Learning Ordinary Differential Equations: A Systemic Literature Review and Bibliometric Analysis

et al. 2021

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“…They perceived inevitable challenges of achieving a balanced curriculum that would best support 'user' study, compared with one focused largely on mathematics per se, consistent with e.g. Darlington & Bowyer (2017).…”

Section: Pre-datonmentioning

confidence: 96%

“…In terms of the perceived purposes of mathematics education, school 'utilitarian trends' (Hoyles et al, 2001) can underly another rupture, although the extent of changed purpose varies with the university course followed, and few specific knowledge 'gaps' have been identified. In relation to curriculum, Darlington & Bowyer (2017) show there can be specific knowledge gaps with which university lecturers are not always familiar, or if they are, think should be addressed at school level (e.g. ALCAB, 2014), but again, those will vary across target university pathway.…”

Section: Organisation For Learningmentioning

confidence: 99%

Transition to university: contributions of a specialist mathematics school

Golding

2020

Teaching Mathematics and Its Applications: An International Journal of the IMA

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School-university transition in mathematics is of global concern, with multiple cognitive, social and affective disjunctures evidenced. Access to, successful participation in and retention on, competitive mathematically intensive degree courses remain particular challenges in England, especially for disadvantaged young people with high mathematical aptitude. One response has been to establish mathematics specialist schools aimed at such students aged 16–18. Early cohorts have achieved encouraging progression to and through such university courses, but more qualitative and longitudinal outcomes have been less well evidenced. The reported study harnessed a student lens and documentary scrutiny to analyse the contribution to building for successful transition of the particular approaches used. Data suggest that the model adopted has initially supported transition to target degree courses well. I relate the findings to known transition challenges in the global issue of successful passage into and through university mathematics education. I argue many of those are in principle transferable to other post-16 contexts. The study therefore offers evidence suggesting broadly applicable specific strategies that can begin to address widely problematic disjunctures in transition.

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“…Los estudiantes de la muestra con peor desempeño en la prueba presentan un porcentaje de acierto superior al 50% en un único ítem. Esta situación es relevante, puesto que el nivel de conocimientos matemáticos al comenzar los estudios de ingeniería es uno de los mejores predictores del éxito académico o del abandono temprano de estos estudiantes (Darlington y Bowyer, 2017;Faulkner, Hannigan y Fitzmaurice, 2014).…”

Section: Discusión Y Conclusionesunclassified

Conocimientos matemáticos al acceder a la universidad. Un estudio diacrónico (1999-2017) con estudiantes de ingeniería

Isidro

Martínez‐Abad

Rodríguez-Conde

2020

Bordón

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INTRODUCCIÓN. Aunque existen diversos estudios sobre los conocimientos matemáticos de los estudiantes que acceden a la universidad en España, son escasos los que abarcan largos periodos de tiempo y tienen en cuenta la legislación de acceso en cada periodo. MÉTODO. Se analizan las respuestas en una prueba objetiva de cálculo básico de 627 estudiantes de nuevo ingreso en 8 titulaciones de ingeniería durante 18 años, de 1999 hasta 2017, siguiendo dos normativas de acceso a la universidad vigentes en las etapas 1999-2009 y 2010-2017. El instrumento aplicado incluyó cuestiones teóricas y prácticas, de las cuales se han seleccionado siete ítems relacionados con logaritmos, exponenciales, derivación e integración. Se realiza un estudio diacrónico agrupando los datos en ocho bienios, cinco con la primera normativa y tres con la segunda, mediante cálculo de proporciones y análisis inferencial, incluyendo el tamaño del efecto. RESULTADOS. Los estudiantes presentan comportamientos estadísticamente diferentes en cada etapa legislativa, y la legislación vigente en 2011-2017 permite la generación de grupos con distintos conocimientos en función de sus elecciones y/o resultados en la Prueba de Acceso a la Universidad. El tipo de contenido matemático de cada ítem seleccionado también es relevante, mostrando mejores resultados en logaritmos y exponenciales, y peores en integración. DISCUSIÓN. Se muestra la gran variabilidad del nivel de conocimientos matemáticos de los alumnos que acceden a estudios de ingeniería y la influencia de la legislación de acceso en estos conocimientos; estos resultados pueden servir de referencia para el diseño de futuras pruebas de acceso a la universidad.

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Engineering undergraduates’ views of A-level Mathematics and Further Mathematics as preparation for their degree

Cited by 6 publications

References 25 publications

Classroom Methodologies for Teaching and Learning Ordinary Differential Equations: A Systemic Literature Review and Bibliometric Analysis

Classroom Methodologies for Teaching and Learning Ordinary Differential Equations: A Systemic Literature Review and Bibliometric Analysis

Transition to university: contributions of a specialist mathematics school

Conocimientos matemáticos al acceder a la universidad. Un estudio diacrónico (1999-2017) con estudiantes de ingeniería

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