Supporting Transition for Mathematics and Science Students under an Assumed Knowledge Approach
Year: 2019
Type: book-chapter
Abstract: In Australia there is concern over the poor mathematical skills of students entering University STEM degrees (King & Cattlin, 2015). Challenged by the introduction of an assumed knowledge approach for mathematics dependent university degrees, we noted diagnostic testing approaches (Ní Fhloinn et al., 2014) and sought to adapt the successful GetSet2 quiz that previously had been applied only to pre-requisite mathematics university entry (Burton et al., 2013). We introduced the on-line self-assessment Get Ready Maths/Science quizzes for commencing science and mathematics students. This allowed students to receive timely personalised feedback on their level of knowledge and skills compared with the expected assumed/pre-requisite knowledge for university entry. This paper reviews the design, development and initial implementation of transition quizzes under the challenges of an assumed knowledge framework, instead of a pre-requisite framework.
Source: WTM-Verlag Münster eBooks
Author: Peter Johnston
Language: English
Subfield: Modeling and Simulation
Field: Mathematics
Domain: Physical Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2969615460