Abstract:Transfer of mathematical learning to science is seen as critical to the development of education and industrial societies, yet it is rarely interrogated in applied research. We present here research looking for evidence of transfer from university mathematics learning in semester one to second semester sciences/engineering courses (n = 1125). A transfer index measure was derived from extant university assessments, calculated on content-matched questions requiring mathematical concepts and skills in students' completed mathematics and science/engineering exams. We found that transfer could be measured in this way, and present path models of how transfer is associated with educational attainment and other factors. However, transfer was observed only in physics (n = 258) and engineering (n = 426); biology and molecular bioscience assessments did not provide opportunities for students to demonstrate their mathematical learning. In physics and engineering courses, mathematical attainment had a strong, direct, positive effect, with transfer of learning providing an additional direct and mediating effect upon students' performance in these subjects. In physics and engineering, transfer was also associated with higher levels of educational attainment in general. This new, applied approach to examining transfer trialed here may provide opportunities for analysing, evaluating, and improving cross-disciplinary transfer of learning within universities.

Transfer of learning, the application of learning to different contexts over time, is important to all learning for development. As 21st century skills specifically aim to be “generic,” there is an assumption that they can be transferred from context to context. We investigate the process of transfer in problem solving, with specific focus on mathematical problem solving tasks. Problem solving is highly valued in 21st century workplaces, where mathematical skills are also considered to be foundational in STEM and of paramount importance. This study examines the transfer of first semester mathematics learning to problem solving in second semester physics at university. We report on: (1) university students’ (n = 10) “think-aloud” accounts of the process of transfer; and (2) students’ (n = 10) and academics’ (n = 8) perspectives on transfer processes and problem solving. Think-aloud accounts show students’ recursive use of interpretation, integration, planning and execution thinking processes and highlight the meta-cognitive strategies used in transfer. Academics’ and students’ perspectives on transfer show disparities. Understanding these perspectives is important to current initiatives to integrate and optimise 21st century learning within universities. We argue that renewed attention on the concept of transfer is needed if the generic aims of 21st century skills are to be understood and promoted.