Comparing mathematics knowledge of first-year students from three different school curricula

Abstract

Mathematics forms an integral part in the training of scientists and engineers. In recent history the South African school system has experienced several changes in school curricula. In 1994 the traditional knowledge-based curricula were replaced by an outcomes-based curriculum. Owing to implementation problems which resulted in resistance from teachers and the general public, revisions followed of which the National Curriculum Statement (NCS) and Curriculum Assessment Policy Statements had the most direct effect in terms of preparation for tertiary mathematics. We report here on an investigation of the basic mathematical knowledge of three student cohorts representing three curricula, namely the last cohort that received the traditional knowledge-based curriculum, and the first cohorts that received the two outcomes-based curricula. The results indicate that changes in the mathematical content of the curricula did not impact negatively on the basic mathematical knowledge of students enrolled for tertiary mainstream mathematics. The only exception is Euclidean geometry, for which certain topics were transferred to an optional paper in the NCS curriculum. Significance: • The introduction of outcomes-based curricula in South Africa initiated a discourse on the preparedness of first-year students for programmes with mainstream mathematics. • The availability of a homogeneous set of samples and a uniform test provided a unique opportunity to compare the basic mathematical knowledge of first-year natural science and engineering students entering university from three different exit-level school curricula.

Exploring the school-university mathematics skills gap for Economic Sciences

“…The OBE cohort showed poorer algebraic skills after a statistically significant difference was established for procedural knowledge. Froneman and Hitge (2019) recently included a cohort of students from the revised OBE curriculum as documented in the Curriculum Assessment Policy Statement (CAPS) with that of the transmission knowledge-based and outcomes-based education groups to obtain an overview of the effect of three national curricula. They found little difference in practice for the three representative cohorts entering natural science and engineering based on a diagnostic test.…”

The Competence-Based Advanced Level Mathematics Curriculum: Implications for Students’ Enrolment in one University in Zimbabwe

“…Similarly, in South Africa the introduction of outcomes-based curricular initiated a discourse on the preparedness of first-year students for programmes with mainstream mathematics. Thus, lecturers have increasingly become aware of first-year students' lack of understanding of fundamental mathematical concepts (Froneman & Hitge, 2019). Some students have resorted to completely changing their intended degree programmes due to lack of appropriate mathematical background which should have been covered at A-Level (Makanda & Sypkens, 2017).…”