scholarly journals Academic and quantitative literacy in higher education: Relationship with cognate school-leaving subjects

2021 ◽  
Vol 35 (3) ◽  
Author(s):  
R. N. Prince ◽  
V. Frith ◽  
S. Steyn ◽  
A. F. Cliff
Keyword(s):  
Higher Education ◽  
Language Proficiency ◽  
Home Language ◽  
Quantitative Literacy ◽  
Mathematical Literacy ◽  
Language Competence ◽  
Benchmark Tests ◽  
Language And Mathematics ◽  
The Subject ◽  
And Mathematics

Academic and quantitative literacies (AQL) are essential to success in higher education. These literacies are largely not explicitly taught, but acquired indirectly, mostly through practices in various school subjects. The National Benchmark Tests (NBT) Project assesses students’ AQL competencies to assist in identifying students who need support, with placement into appropriate programmes and with curriculum development. We analyse the performance on the NBT AQL test of students who took the school-leaving examinations in Mathematics, Mathematical Literacy, English Home Language and English First Additional Language. We use the subject choice as a representation of the level of a candidate’s quantitative competence and language proficiency respectively, and investigate the relative contributions made by these subject choices to a student’s AQL. Students who paired Mathematics with English as Home Language subject had the statistically significant highest mean AQL score and those who took both English First Additional Language and Mathematical Literacy had the lowest. Language competence has a stronger effect than mathematical competence on AQL. Students who took the subject combination Mathematics and English Home Language at school are better prepared for the academic demands of higher education than their counterparts who took the alternate subjects. Treating these subjects as equivalent to English Home Language and Mathematics for admissions purposes ignores the differences in preparedness of these students.

Mathematics Education: The People's Republic of China

1973 ◽  
Vol 66 (2) ◽  
pp. 113-120
Author(s):  
Frank Swetz
Keyword(s):  
Language Proficiency ◽  
Chinese Language ◽  
Mainland China ◽  
People’S Republic Of China ◽  
Technological Advancement ◽  
People's Republic Of China ◽  
Republic Of China ◽  
Language And Mathematics ◽  
And Mathematics ◽  
Educational Campaigns

The People's Republic of China has attempted to use education as the main avenue for ideological, sociological, and technological advancement. In the educational campaigns that have taken place on mainland China since 1949, two disciplines have always received primary attention: the Chinese language and mathematics. Improved language proficiency was necessary for the processes of indoctrination, while mathematics provided a base for the scientific studies so vital to an industrial competency.

scholarly journals The quantitative literacy of South African school-leavers who qualify for higher education

Pythagoras ◽  
2017 ◽  
Vol 38 (1) ◽  
Author(s):  
Robert Prince ◽  
Vera Frith
Keyword(s):  
Higher Education ◽  
South African ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Quantitative Literacy ◽  
Mathematical Literacy ◽  
School Subjects ◽  
Need Support ◽  
South African School ◽  
The Relationship

There is an articulation gap for many students between the literacy practices developed at school and those demanded by higher education. While the school sector is often well attuned to the school-leaving assessments, it may not be as aware of the implicit quantitative literacy (QL) demands placed on students in higher education. The National Benchmark Test (NBT) in QL provides diagnostic information to inform teaching and learning. The performance of a large sample of school-leavers who wrote the NBT QL test was investigated (1) to demonstrate how school-leavers performed on this QL test, (2) to explore the relationship between performance on this test and on cognate school-leaving subjects and (3) to provide school teachers and curriculum advisors with a sense of the QL demands made on their students. Descriptive statistics were used to describe performance and linear regression to explore the relationships between performance in the NBT QL test and on the school subjects Mathematics and Mathematical Literacy. Only 13% of the NBT QL scores in the sample were classified as proficient and the majority of school-leavers would need support to cope with the QL demands of higher education. The results in neither Mathematics nor Mathematical Literacy were good predictors of performance on the NBT QL test. Examination of performance on selected individual items revealed that many students have difficulty with quantitative language and with interpreting data in tables. Given that QL is bound to context, it is important that teachers develop QL practices within their disciplinary contexts.

scholarly journals Mathematical errors made by high performing candidates writing the National Benchmark Tests

Pythagoras ◽  
2017 ◽  
Vol 38 (1) ◽  
Author(s):  
Carol A. Bohlmann ◽  
Robert N. Prince ◽  
Andrew Deacon
Keyword(s):  
Higher Education ◽  
Conceptual Understanding ◽  
Teaching And Learning ◽  
Basic Education ◽  
School Level ◽  
Quantitative Literacy ◽  
Entry Level ◽  
Benchmark Tests ◽  
Mathematical Problems ◽  
The Common

When the National Benchmark Tests (NBTs) were first considered, it was suggested that the results would assess entry-level students’ academic and quantitative literacy, and mathematical competence, assess the relationships between higher education entry-level requirements and school-level exit outcomes, provide a service to higher education institutions with regard to selection and placement, and assist with curriculum development, particularly in relation to foundation and augmented courses. We recognise there is a need for better communication of the findings arising from analysis of test data, in order to inform teaching and learning and thus attempt to narrow the gap between basic education outcomes and higher education requirements. Specifically, we focus on identification of mathematical errors made by those who have performed in the upper third of the cohort of test candidates. This information may help practitioners in basic and higher education. The NBTs became operational in 2009. Data have been systematically accumulated and analysed. Here, we provide some background to the data, discuss some of the issues relevant to mathematics, present some of the common errors and problems in conceptual understanding identified from data collected from Mathematics (MAT) tests in 2012 and 2013, and suggest how this could be used to inform mathematics teaching and learning. While teachers may anticipate some of these issues, it is important to note that the identified problems are exhibited by the top third of those who wrote the Mathematics NBTs. This group will constitute a large proportion of first-year students in mathematically demanding programmes. Our aim here is to raise awareness in higher education and at school level of the extent of the common errors and problems in conceptual understanding of mathematics. We cannot analyse all possible interventions that could be put in place to remediate the identified mathematical problems, but we do provide information that can inform choices when planning such interventions.

scholarly journals Formation of career strategies of young scholars in the area of computer sciences

2020 ◽  
pp. 49-56
Author(s):  
Aleksandra Kurysheva
Keyword(s):  
Higher Education ◽  
Information Technologies ◽  
Expert Interviews ◽  
Saint Petersburg ◽  
Systemic Analysis ◽  
Career Strategies ◽  
Soviet Time ◽  
The Subject ◽  
And Mathematics ◽  
The City

The subject of this research is the career strategies of young scholars in the area of computer sciences. The object of this research is the educational space for formation of career strategies of young scholars in the area of computer sciences. The author examines the formation of IT educational space in Saint Petersburg. The goal consists in conducting a systemic analysis of educational space for the formation of career strategies of young scholars in the area of computer sciences. The research was carried out in Saint Petersburg in 2018, included 12 expert interviews with HR and IT specialists. The paper reviews such elements of educational space of information technologies as schools specialized in physics and mathematics, school and student Olympiads and contests, educational initiatives created by the leading IT companies of the city. The scientific novelty lies in introduction of educational IT space. At the first level it consists of the created back in Soviet time physical-mathematical schools and school Olympiads, which are also a step to higher education. The student environment has informal organizations: interest clubs, tournaments and contests. Namely in such educational space, young scholars in the area of computer technologies make their career choices.

scholarly journals The Concept of English Philologists’ Training at Swiss Universities

2016 ◽  
Vol 6 (2) ◽  
pp. 88-95
Author(s):  
Alla Zasluzhena
Keyword(s):  
Higher Education ◽  
Language Proficiency ◽  
Information Technologies ◽  
English Language ◽  
Language Teachers ◽  
Language Competence ◽  
Related Language ◽  
World Economic ◽  
English Speaking ◽  
Teachers Training

Abstract The issue of plurilingual approach usage to the study of foreign languages has been made actual on case study of Swiss universities. Basic concepts of English philologists’ formation at Swiss universities have been determined. These components have been analyzed with relation to their relevance to the prospective philologist in English Linguistics and Literature. The attention has been focused on the effectiveness of Swisss higher education up to the indicator “skills” (Global Information Technological Report 2014, Networked Readinnes Index, NRI) according to the World Economic Forum on the development of information technologies in different countries. The emphasis has been made on mutual interaction between sectors of secondary and higher education, that contributes to the quality improvement of education in the country. Some steps in the process of modernization in primary and secondary education have been indicated, such as the usage of the Swiss version of the European Language Portfolio; development of “Profession-related Language Competence Profile for Foreign Language Teachers at Lower Secondary Schools”, “The Passepartout Language Teacher Profile”. Attention is paid to the following changes of teachers’ training: its belonging to tertiary study; mandatory practice-teach for English teachers in English-speaking countries, the required level of command of English language as admission to study in Bachelor and Master programs; capability to work in other linguistic regions, which in turn causes the requirements on quality assurance of particular region language proficiency according to the CEFR (Common European Framework of Reference for Languages).

Examining the mutual relations between language and mathematics: A meta-analysis.

2020 ◽  
Vol 146 (7) ◽  
pp. 595-634 ◽  
Author(s):  
Peng Peng ◽  
Xin Lin ◽  
Zehra Emine Ünal ◽  
Kejin Lee ◽  
Jessica Namkung ◽  
...  
Keyword(s):  
Meta Analysis ◽  
Language And Mathematics ◽  
And Mathematics ◽  
Mutual Relations

Meet fractal curves with 1C:MathKit

2020 ◽  
pp. 38-48
Author(s):  
O. M. Korchazhkina
Keyword(s):  
Methodological Approach ◽  
Fractal Curve ◽  
Iterative Processes ◽  
Geometric Figures ◽  
Modern Natural ◽  
Geometric Objects ◽  
Ict Tools ◽  
Subject Areas ◽  
The Subject ◽  
And Mathematics

The article presents a methodological approach to studying iterative processes in the school course of geometry, by the example of constructing a Koch snowflake fractal curve and calculating a few characteristics of it. The interactive creative environment 1C:MathKit is chosen to visualize the method discussed. By performing repetitive constructions and algebraic calculations using ICT tools, students acquire a steady skill of work with geometric objects of various levels of complexity, comprehend the possibilities of mathematical interpretation of iterative processes in practice, and learn how to understand the dialectical unity between finite and infinite parameters of flat geometric figures. When students are getting familiar with such contradictory concepts and categories, that replenishes their experience of worldview comprehension of the subject areas they study through the concept of “big ideas”. The latter allows them to take a fresh look at the processes in the world around. The article is a matter of interest to schoolteachers of computer science and mathematics, as well as university scholars who teach the course “Concepts of modern natural sciences”.

EXTERNAL INDEPENDENT EVALUATION IN ENGLISH AS A CRITERION FOR ADMISSION TO MASTER`S DEGREE PROGRAMS IN UKRAINE: PROBLEMS AND PERSPECTIVES

2020 ◽  
Vol 94 (1) ◽  
pp. 39-50
Author(s):  
Л. Е. Бєловецька
Keyword(s):  
Higher Education ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
Educational Process ◽  
International Standards ◽  
Degree Programs ◽  
Scientific Publications ◽  
Independent Evaluation

The problem of external independent evaluation in English for admission Master`s degree programs in Ukraine is considered in the article. The perspective for further improvement of English teaching and learning standards at Ukrainian universities has been found. The correspondence to the CEFR basic levels and English proficiency has been identified. Conceptual Principles of State Policy on the Development of English in the Field of Higher Education are considered. The study included 1546 participants. The age of students, who studied to gain the first higher education, was between 17 and 20. The students were not familiar with the structure of External Independent Evaluation and they have never passed it. The research was carried out during the period 2018–2019. The relevance of English language competence in the professional context is noted emphasized as a key point of the presented research. The necessity to provide a sufficient competitive level for Ukrainian graduates through improving correspondent English language training has been considered. The study is based on a study of reports by British experts and contemporary scientific publications presented international researchers have focused on the problems of internationalization and perspectives for Ukrainian universities in the English language dimension. The relevance of studying and adaptation of the UK higher education successful practice has been highlighted. The problems and potential ways of improving students` English language proficiency in the given context are identified. In particular, the study contains important recommendations regarding the number of contact hours and the required levels of English proficiency for the main groups of participants in the educational process in higher education according to international standards.

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