Are we failing the repeating students? Characteristics associated with students who repeat first-year university mathematics

2021 ◽  
pp. 1-13
Author(s):  
Suzanne L. Snead ◽  
Lyndon Walker ◽  
Birgit Loch
Keyword(s):  
First Year ◽  
University Mathematics ◽  
First Year University

scholarly journals Determining rotational deformity in broken forearms

2003 ◽  
Vol 44 (4) ◽  
pp. 561-568 ◽  
Author(s):  
Y. M. Stokes
Keyword(s):  
Differential Calculus ◽  
Practical Problem ◽  
Rotation Angle ◽  
First Year ◽  
X Rays ◽  
Conic Sections ◽  
Rotational Deformity ◽  
X Ray ◽  
University Mathematics ◽  
First Year University

AbstractTo assess rotational deformity in a broken forearm, an orthopaedic surgeon needs to determine the amount of rotation of the radius from one or more two-dimensional x-rays of the fracture. This requires only simple first-year university mathematics — rotational transformations of ellipses plus a little differential calculus — which yields a general formula giving the rotation angle from information obtained from an x-ray. Preliminary comparisons with experimental results are excellent. This is a practical problem that may be useful to motivate the teaching of conic sections.

scholarly journals Reliable application of the MATH taxonomy sheds light on assessment practices

2020 ◽  
Vol 39 (4) ◽  
pp. 281-295
Author(s):  
George Kinnear ◽  
Max Bennett ◽  
Rachel Binnie ◽  
Róisín Bolt ◽  
Yinglan Zheng
Keyword(s):  
Limited Range ◽  
Systematic Investigation ◽  
First Year ◽  
Assessment Practices ◽  
Calibration Process ◽  
University Mathematics ◽  
High Level ◽  
The University ◽  
First Year University ◽  
Insight Into

Abstract The MATH taxonomy classifies questions according to the mathematical skills required to answer them. It was created to aid the development of more balanced assessments in undergraduate mathematics and has since been used to compare different assessment regimes across school and university. To date, there has been no systematic investigation of the reliability of the taxonomy when applied by multiple coders, and it has only been applied in a limited range of contexts. In this paper, we outline a calibration process which enabled four novice coders to attain a high level of inter-rater reliability. In addition, we report on the results of applying the taxonomy to different secondary school exams and to all assessment questions in a first-year university mathematics module. The results confirm previous findings that there is a difference between the mix of skills assessed in school and university mathematics exams, although we find a notably different assessment profile in the university module than in previous work. The calibration process we describe has the potential to be used more widely, enabling reliable use of the MATH taxonomy to give insight into assessment practices.

Comparison of First Year University Mathematics Syllabuses: A Report on Behalf of the Universities and Schools Committee

1972 ◽  
Vol 56 (395) ◽  
pp. 2-4
Author(s):  
S. L. Parsonson
Keyword(s):  
Common Core ◽  
Mathematical Knowledge ◽  
Applied Mathematics ◽  
First Year ◽  
First Report ◽  
University Mathematics ◽  
The Core ◽  
Pure Mathematics ◽  
And Mathematics ◽  
First Year University

From its formation to the present time, one of the major concerns of the Committee has been the identification of a common core of mathematical knowledge that pupils with one or two A-levels in mathematics could, and should, be expected to possess. The ‘Core Syllabus in Pure Mathematics’ (published by the Association in 1968 with the support of the Schools Council) was one outcome of that concern. The first report is currently being revised, along with a companion report on Applied Mathematics (and Mathematics Applied).

An Examination of First-Year University Students' Attitudes toward and Approaches to Learning Mathematics

1999 ◽  
Vol 85 (3) ◽  
pp. 809-816
Author(s):  
Andile Mji ◽  
Michael J. Glencross
Keyword(s):  
Learning Strategy ◽  
Attitudes Toward Mathematics ◽  
Approaches To Learning ◽  
First Year ◽  
Mathematics Students ◽  
Analytical Geometry ◽  
University Mathematics ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
First Year University

The purpose was to analyze first-year university mathematics students' responses to a questionnaire which asked 93 students to report on their approaches to learning and attitudes toward mathematics. A majority of the students studying analytical geometry, calculus, and trigonometry had positive attitudes toward mathematics and preferred learning the subject by doing lots of examples to reproduce them, a learning strategy known as the ‘surface approach’.

scholarly journals Improving retention for all students, studying mathematics as part of their chosen qualification, by using a voluntary diagnostic quiz

2016 ◽  
Vol 14 (3) ◽  
pp. 32
Author(s):  
Carol Calvert ◽  
Rachel Hilliam ◽  
Juliet Coleman
Keyword(s):  
Distance Learning ◽  
Open Access ◽  
Predictive Analytics ◽  
First Year ◽  
University Mathematics ◽  
Future Success ◽  
The Right ◽  
First Year University ◽  
Mathematics Course

This case study demonstrates the issues and advantages in encouraging students to take responsibility for their learning and to be better prepared both in terms of knowledge and expectations for their study. The study outlines the improvement in retention achieved when students were encouraged to use a voluntary diagnostic quiz on a first year University mathematics module.  Initially the power of the diagnostic quiz, in predicting future success on the module, was identified using predictive analytics. Students were contacted by experienced Education Guidance staff who encouraged them to take the quiz prior to course start with the aim of using their results to steer them to start on the “right” course.  The diagnostic quiz total score was made available to the student’s course tutor prior to course start to enable further tailoring of support to individual students. Early indications show an improvement in early in module retention.  The module in this case study was for distance learning students on an open access mathematics course.

Sign in / Sign up

Export Citation Format

Share Document