Sources of students’ frustration in pre-university level, prerequisite mathematics courses

Abstract

This paper looks at sources of frustration in students of ''prerequisite'' mathematics courses (PMC), that is, courses required for admission into undergraduate programs in a large, urban, North American university. The research was based on responses to a questionnaire addressed to students and interviews with students and instructors. In the design of the questionnaire and the analysis of responses, an ''institutional'' theoretical perspective was taken, where frustration was conceived not only as a psychological process but also as a situation experienced by participants in a concrete educational institution. Several sources of frustration were identified as important in the group of respondents: the fast pace of the courses, inefficient learning strategies, the need to change previously acquired ways of thinking, difficult rapport with truth and reasoning in mathematics, being forced to take PMC, insufficient academic and moral support on the part of teachers, and poor achievement. These sources of frustration are discussed from the point of view of their impact on the quality of the mathematical knowledge that students develop in the PMC. Consideration is also given to the possibilities of improving the quality of this knowledge, given the institutional constraints implicated in the sources of students' frustration.

Transitions in Mathematics Education: The Panel Debate

“…At the same time, the bridging courses tend to highlight the differences between both institutions instead of stressing the commonalities, which could offer students a link they might not be able to see. For instance, some studies (Serrano, Bosch, & Gascón, 2007;Sierpinska, 2006) show how the bridging courses can have a reverse effect and contribute to increasing the gap between institutions. Instead of facilitating the entrance to the new culture and its practices, the courses propose intensive work based on "filling the gaps" in the required basic knowledge, thus reinforcing and rigidifying the old relationships to the old mathematical contents.…”

Enhancing Assessment in Teacher Education Courses

“…Several papers in our review involved surveys or reflections on students' attitudes, including beliefs, experiences or insights, towards mathematics. This included a survey of nearly 1200 undergraduate students in five countries, examining their views on mathematics (Petocz et al, 2007), and two other studies focusing on Canadian students' frustrations (Sierpinska, Bobos, & Knipping, 2008), and their moments of insight (Liljedahl, 2005). These papers are exemplars of a larger trend, on Canadian campuses and elsewhere, to focus on the "learning" in teaching and learning (e.g., Huba & Freed, 2000).…”

“…Understanding the minds of our students -their attitudes, prior experiences, frustrations and successes -seems critical to improving their learning not only in mathematics, but across the undergraduate curriculum. Overall three papers were classified as having a primary focus on student thinking: Liljedahl (2005), Petocz et al (2007), and Sierpinska et al (2008).…”

Analysis of risks in a Learning Management System: A case study in the Spanish National University of Distance Education (UNED)

“…Recent studies have described emotional and motivational experiences students encountered during computer-supported learning projects, which can also cause negative effects (Artino, 2008;Artino & Stephens, 2007;Hickey, Moore, & Pellegrino, 2001;Järvenoja & Järvelä, 2005;Sierpinska, Bobos & Knipping, 2008). In particular, some computer-supported collaborative learning environments may interfere with students' willingness to engage in the project.…”