The widening gap—a swedish perspective

Key Mathematical Concepts in the Transition from Secondary School to University

“…Decreasing levels of mathematical competency have been reported with regard to essential technical facility, analytical powers, and perceptions of the place of precision and proof in mathematics (Brandell et al 2008;Hourigan and O'Donoghue 2007;Kajander and Lovric 2005;Luk 2005;Selden 2005). The shifting profile of students who take service mathematics courses has produced a consequent decline in mathematical standards (Gill et al 2010;Jennings 2009).…”

Matematikämnet och stadiebytet mellan grundskolan och gymnasieskolan : En enkät- och klassrumsstudie

“…Midgley, Feldlaufer, & Eccles, 1989;Sdrolias & Triandafillidis, 2008) eller mellan gymnasiet och högskolan (t.ex. Brandell, Hemmi, & Thunberg, 2008;Stadler, 2009). Eftersom studier om bytet mellan grundskolan och gymnasiet är relativt sällsynta, ger den aktuella studien alltså ett tillskott till ett område som inte är särskilt flitigt utforskat.…”

“…In the Swedish context, Brandell et al (2008) point to problems created by a gap in topics covered, as well as a change towards a more theoretical mathematical discourse, while Stadler (2009) characterises the transition in terms of how students refer to the different available resources. In an on-going project it has been shown that students' recognition of what counts as the promoted institutionalised mathematics is related to their achievement levels .…”

The school–tertiary interface in mathematics: teaching style and assessment practice

“…This situation is not restricted to 'new undergraduates' who 10 years ago would not have proceeded to higher education. The problem is more widespread, with concern over the possibility of a widening gap shown by studies in different countries around the world (see e.g., Brandell et al 2008;Engelbrecht and Harding 2008). In addition, it is not just the case that some students are less well prepared, but many 'high-attaining' students may be lacking in fundamental notions of the subject such as students' procedural understanding of algebraic material (Kajander and Lovric 2004;Novotna and Hoch 2008).…”

“…A review of the literature produces ample evidence that the transition in mathematics is a complex problem (de Guzman et al 1998;McInnes et al 2000;Schoenfeld 1994;Wood 2001;Brandell et al 2008;Wood and Solomonides 2008;Tall 2008;Clark and Lovric 2009;Engelbrecht et al 2009). An examination of possible reasons for these difficulties suggests that a number of changes occur in the transition to tertiary education, including those in teaching and learning styles, type of mathematics taught, conceptual understanding, procedural knowledge required to advance through the material, and changes in the amount of advanced mathematical thinking needed.…”