From lessons to lectures: NCEA mathematics results and first-year                     mathematics performance

James, Alex; Montelle, Clemency; Williams, Phillipa

doi:10.1080/00207390802136552

Cited by 11 publications

(16 citation statements)

References 8 publications

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“…[7] Upper secondary grades in mathematics turned out to be a strong predictor of university achievement (alone predicting 17% of student university grades). This supports previous results [7,[10][11][12]. More precisely, there is a strong tendency that upper secondary grades set an upper limit, but not a lower limit, for student achievements at the university (Figure 1).…”

Section: Individual Constructs As Predictorssupporting

confidence: 79%

“…More precisely, there is a strong tendency that upper secondary grades set an upper limit, but not a lower limit, for student achievements at the university (Figure 1). In fact there is no single example in our study of a student with poor upper secondary grades in mathematics and top average grades in first year university math courses, so our study does not unequivocally confirm the result of James, Montell and Williams, [11] even though we also find a rather large group of students with top upper secondary grades with medium or low university grades. April 29, 2017 International Journal of Mathematical Education in Science and Technology SuccessFactors-AcceptedAltered Table 5.…”

Section: Individual Constructs As Predictorscontrasting

confidence: 53%

“…[9,10] Upper secondary grades have in some studies been shown to have large influence on students' performance in mathematics during the first year at the university. [7,10,11] In a recent Irish study [12] it is shown that discriminant analysis of measures of mathematical pre-knowledge gives a very good prediction of students performance in first year university mathematics, grades from upper secondary school being the predictor variable carrying most information. But James, Montelle and Williams [11, p. 1047] also found that the occasional student who has performed brilliantly at school will, contrary to expectations, function poorly at university.…”

Section: Introductionmentioning

confidence: 99%

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Success-factors in transition to university mathematics

Bengmark

Thunberg

Winberg

2017

International Journal of Mathematical Education in Science and

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This study examines the relative importance of different factors influencing students' performance in first year university mathematics. Characteristics (motivation, actions and beliefs) of students at three universities in Sweden (n=1007) were measured twice; when entering the university and at the end of the first year. Principal Component Analysis (PCA) and Orthogonal Projection to Least Squares (OPLS) analysis were used for the identification of constructs and analysis of the predictive power of the constructs, respectively. Four important constructs were found which we label Self-efficacy, Motivation type, Study habits and Views of mathematics.When entering university, these four constructs predicted 14% of the variation in students' level of success at university math, as measured by their grades in university mathematics, while 37% could be predicted at the end of their first year at the university. When comparing the four constructs, self-efficacy is the best predictor, yet, by it self, only explaining 5% of the variation when measured in the beginning of the university studies, but 21% at the end of the first year. Upper secondary grades alone predicted 17% of the variation in first year university grades. Together, students' upper secondary grades and the four constructs predicted 21% and 43% of students' university mathematics grades, when constructs pertained to upper secondary school and university, respectively.Study habits were found to be more important for predicting university achievement for the third of the students' with the lowest upper secondary grades. Relying on the textbook and frequent interaction with peers during the university studies, at the expense of using internet-based resources for learning, contributed positively to university achievement for this same group. The association between students' view of mathematics and their university performance was low for students with intermediate and high upper secondary grades, and non-existing for students with lower grades.

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Section: Individual Constructs As Predictorssupporting

confidence: 79%

Section: Individual Constructs As Predictorscontrasting

confidence: 53%

Section: Introductionmentioning

confidence: 99%

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Success-factors in transition to university mathematics

Bengmark

Thunberg

Winberg

2017

International Journal of Mathematical Education in Science and

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“…The shifting profile of students who take service mathematics courses has produced a consequent decline in mathematical standards (Gill et al 2010;Jennings 2009). However, not all studies agree on the extent of the problem (Engelbrecht and Harding 2008;Engelbrecht et al 2005) and James et al (2008) found that standards had been maintained. The recent President's Council of Advisors on Science and Technology (PCAST) (2012) states that in the USA alone there is a need to produce, over the next decade, around 1 million more college graduates in Science, Technology, Engineering, and Mathematics (STEM) fields than currently expected and recommends funding around 200 experiments at an average level of $500,000 each to address mathematics preparation issues.…”

Section: Introductionmentioning

confidence: 99%

Key Mathematical Concepts in the Transition from Secondary School to University

Thomas

Druck

Huillet

et al. 2015

The Proceedings of the 12th International Congress on Mathematical Education

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This report1 from the ICME12 Survey Team 4 examines issues in the transition from secondary school to university mathematics with a particular focus on mathematical concepts and aspects of mathematical thinking. It comprises a survey of the recent research related to: calculus and analysis; the algebra of generalised arithmetic and abstract algebra; linear algebra; reasoning, argumentation and proof; and modelling, applications and applied mathematics. This revealed a multi-faceted web of cognitive, curricular and pedagogical issues both within and across the mathematical topics above. In addition we conducted an international survey of those engaged in teaching in university mathematics departments. Specifically, we aimed to elicit perspectives on: what topics are taught, and how, in the early parts of university-level mathematical studies; whether the transition should be smooth; student preparedness for university mathematics studies; and, what university departments do to assist those with limited preparedness. We present a summary of the survey results from 79 respondents from 21 countries.

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“…However, recent studies have shown that the predictive validity of the National Certificate of Educational Achievement on subsequent performance in higher education is high in mathematics (James, Montelle, and Williams 2008) and overall (Shulruf, Hattie, and Tumen 2008). However, as Shulruf, Hattie, and Tumen (2008) noted the recent research had shown that students have emphasised the accumulation of credits (Mayer et al 2006).…”

Section: Schema)mentioning

confidence: 94%

The implementation, evolution and impact of New Zealand’s national qualifications framework

Strathdee

2011

Journal of Education and Work

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From lessons to lectures: NCEA mathematics results and first-year mathematics performance

Cited by 11 publications

References 8 publications

Success-factors in transition to university mathematics

Success-factors in transition to university mathematics

Key Mathematical Concepts in the Transition from Secondary School to University

The implementation, evolution and impact of New Zealand’s national qualifications framework

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