This inquiry contrasts motivation and learning strategies of ex-Mathematics (Maths) and ex-Mathematical Literacy (ML) students. ML ideally delivers candidates who can make sense of and actively participate in a world of numbers and numerical arguments, but ex-ML students are excluded from many undergraduate studies at most South African higher education institutions (HEIs). Institutions employ various strategies in enhancing student transition to higher education (HE), however, such options are rare for ex-ML students. A year-long foundation programme offered by a private HEI is one exception. This inquiry employed the Motivated Strategies for Learning Questionnaire and t-test, detecting significant differences in motivation and learning strategies between 111 ex-Maths and 81 ex-ML students. The intrinsic goal orientation, task value, self-efficacy, effort regulation and test anxiety-handling abilities of ex-Maths students were significantly superior. An integrated solution process addressing academic content and socialpsychological attributes to improve the motivation of ex-ML students in support of their academic development is proffered.

South African Mathematical Literacy (ML) learners are unlikely to have mastered the mathematical skills essential for undergraduate degree studies in Business Science and are most likely to commence tertiary studies in a foundation programme (FP). One such FP at one private higher education institution included an algebra course and provided an opportunity for such students to articulate to undergraduate degree studies in Business Science. Essentials, an algebra reteaching strategy, supported underprepared students. The perceptions of 11 students from ML were probed in semi-structured interviews on aspects influencing the development of algebraic knowledge. Four themes: introducing the ML student, beneficial aspects, aspects to address for improvement, and personal aspects emerged from deductive coding. Perceptions identified may sensitise future ML students entering higher education studies through similar pathways about previous students' experiences of FP algebra courses, and inform FP algebra course teachers about ML learners' needs during their development of academic knowledge.