Transition from secondary to tertiary mathematics: McMaster University experience

Kajander, Ann; Lovrić, Miroslav

doi:10.1080/00207340412317040

Cited by 81 publications

(78 citation statements)

References 5 publications

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“…The poor level of mathematical knowledge and skills of students entering university were identified in earlier studies [1,9], including those detailing deficiencies in engineering students [5,14].…”

Section: C937mentioning

confidence: 99%

“…There is an emergent literature examining different aspects of the transition from the proficiency required in mathematical thinking and skills at the school level to those required at the tertiary level and potential solutions [3,8,9,11,14,15]. The poor level of mathematical knowledge and skills of students entering university were identified in earlier studies [1,9], including those detailing deficiencies in engineering students [5,14].…”

Section: C937mentioning

confidence: 99%

“…Others techniques are based on a constructivist approach [7] where the emphasis is on students constructing mathematical knowledge. Kajander and Lovric [9] implemented a two pronged approach addressing transition issues: they provided students with a Mathematics Review Manual, replete with fully worked mathematics problems, to help them prepare before coming to university and they redesigned the mathematics curriculum. They found those who used the manual prior to coming to university did better than those who did not.…”

Section: C937mentioning

confidence: 99%

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Creating mathematical learning resources---combining audio and visual components

Aminifar¹,

Porter²,

Caladine³

et al. 2007

ANZIAMJ

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Students commencing science and engineering degrees at the University of Wollongong are given mathematics skills tests in the first and fourth weeks of session. An evaluation of the results from these tests indicate that the majority of students' basic mathematical skills were insufficient to adequately support the prescribed first year mathematics curriculum. To address this problem a pilot study was set up to develop video solutions. These solutions permit students to see the development of each solution in a step-by-step manner. Contents C935commentary on each worked solution assists learning by providing students with an explanation of the developing solution. Two methods of video capture were investigated. The first used eBeam, a system to capture pen strokes from a whiteboard. The second method used a video camera mounted on a copy stand. We describe the process by which the video solutions were recorded and describe the educational environment in which students accessed them. A preliminary analysis of the impact of this tool on the achievement of students is also presented.

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Section: C937mentioning

confidence: 99%

Section: C937mentioning

confidence: 99%

Section: C937mentioning

confidence: 99%

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Creating mathematical learning resources---combining audio and visual components

Aminifar¹,

Porter²,

Caladine³

et al. 2007

ANZIAMJ

View full text Add to dashboard Cite

show abstract

“…Research has found that such transitional issues between secondary and tertiary mathematics education are common place and involve a whole spectrum of problems and difficult situations (Kajander & Lovric, 2005;Clark & Lovric, 2008). Guzman et al (1998, p.748) identified this transition point as "a major stumbling block in the teaching of mathematics".…”

Section: Insert Table 1: Project Maths Implementation Timelinementioning

confidence: 99%

“…This problem is undoubtedly exacerbated in times of curriculum reform. For example Kajander & Lovric (2005) found that lecturers are often unaware of or unwilling to accept changes at second level. In the study carried out by the authors the quantitative data showed that lecturers at third level became less and less familiar as they moved through these three main changes of Project Maths.…”

Section: Are Third Level Mathematics Lecturers Familiar With the Chanmentioning

confidence: 99%

Mind the gap: an initial analysis of the transition of a second level curriculum reform to higher education

Prendergast

Faulkner²,

Breen³

et al. 2017

Teaching Mathematics Applications

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This paper details an initial analysis of the transition of a second level curriculum reform to higher education in Ireland. The reform entitled 'Project Maths' involved changes to what second level students learn in mathematics, how they learn it and how they are assessed. Changes were rolled out nationally on a phased basis in September 2010. Students who were taught and assessed through the new curriculum first entered third level education in September 2012. It is important that third level mathematics lecturers are aware of the changes to the curriculum since certain topics such as vectors and matrices are no longer taught at second level. Hence third level courses may need to be adapted accordingly. This study investigates mathematics lecturers' awareness of Project Maths and whether they have made any adaptions to their course content, teaching and assessment approaches as a result of the new curriculum being introduced. The findings, from a return rate of 23% of eligible respondents, show that although many lecturers are mindful of the concept of Project Maths, they are not aware of the changes in full and how it affects their own course content, teaching and assessment strategies. Accordingly, the gap between second and third level education remains. This study highlights that more needs to be done to ensure there is coherent and uniform approaches to the teaching, learning and assessment of mathematics in the transition from second to third level education.

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Modeling and simulation practices for a computational thinking‐enabled engineering workforce

Magana

Coutinho

2016

Comp Applic In Engineering

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Computational thinking has been recognized as a collection of understandings and skills required for new generations of students not only proficient at using tools, but also at creating them and understanding the implication of their capabilities and limitations. This study proposes the combination of modeling and simulation practices along with disciplinary learning as a way to synergistically integrate and take advantage of computational thinking in engineering education. This paper first proposes a framework that identifies different audiences of computing and related computational thinking practices at the intersection of computer science and engineering. Then, based on a survey with 37 experts from industry and academia, this paper also suggests a series of modeling and simulation practices, methods, and tools for such audiences. Finally, this paper also reports experts' identified challenges and opportunities for integrating modeling and simulation practices at the undergraduate level. ß 2016 Wiley Periodicals, Inc. Comput Appl Eng Educ 25:62-78, 2017; View this article online at wileyonlinelibrary.com/journal/cae; DOI 10.1002/cae.21779

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Transition from secondary to tertiary mathematics: McMaster University experience

Cited by 81 publications

References 5 publications

Creating mathematical learning resources---combining audio and visual components

Creating mathematical learning resources---combining audio and visual components

Mind the gap: an initial analysis of the transition of a second level curriculum reform to higher education

Modeling and simulation practices for a computational thinking‐enabled engineering workforce

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