Remedial work in mathematics for students entering engineering courses at universities

Abstract

One of the problems many students encounter when they first come to university is that they do not have some of the basic mathematical knowledge and/or skills which are needed to facilitate the effective learning of their first year courses. This paper describes a scheme of diagnosis and remedial work, consisting of a multiple choice pre-knowledge test and certain books and programmed materials, some of them specially written for the purpose. Certain knowledge gaps and their causes were identified and the effectiveness of the remedial materials and procedures were evaluated. It was concluded that students found the scheme useful and that they profited from it, and that the role played by tutors in discussing the results of the pre-knowledge test was of fundamental importance.

A quantitative exploration of the statistical and mathematical knowledge of university entrants into a UK Management School

“…Issues pertaining to poor mathematical foundations and its negative impact on university entrants has been a problem which has surfaced over the years. For example, see Ireson (1996), Sutherland and Pozzi (1995), Gonzalez-Leon (1980), and Baker et al (1973). Gill (1999a) considers students undertaking science and engineering courses at King's College London and identifies some key points which help explain the deteriorating mathematical and statistical skills in university entrants.…”

Addressing First-year Issues in Engineering Education

“…Most success was attributed to those schemes which attempted to diagnose the problem first and help students to learn how to approach their studies in more effective ways [15][16][17]. If a diagnostic analysis or some consideration of student misconceptions were not addressed then extra work for students would not help to shift them into a new way of learning.…”