Trends in performance of science and technology students (1997–2008) in Ireland

Gill, Olivia; O’Donoghue, John; Faulkner, Fiona; Hannigan, Ailish

doi:10.1080/00207390903477426

Cited by 33 publications

(23 citation statements)

References 2 publications

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“…To ensure the validity of this test, it was then piloted in Irish secondary schools and compared with the European Society for Engineering Education (SEFI) Core Level Zero syllabus for engineers, the Irish Junior Certificate mathematics syllabus, the Irish Leaving Certificate mathematics syllabus, and further diagnostic tests. [2] Data on the cohort of Science Mathematics 1 and Technological Mathematics 1 students who sat this diagnostic test each year between 1998 and 2013 have been collected with the same diagnostic test used each time to ensure reliability. The UL database, which contains data from these diagnostic tests, currently holds information on over 10,100 students.…”

Section: The Diagnostic Test and Methodologymentioning

confidence: 99%

“…[1][2][3][4][5] This phenomenon in which students are under prepared for the mathematical demands of their undergraduate courses is regularly referred to as the 'Maths Problem'. [6] The declining standards of beginning undergraduates' basic mathematical skills coupled with the recent findings that over four-fifths of school leavers in Ireland reported significant differences in approaches to teaching and learning between secondary level and further/higher education, highlight the challenges encountered by students when commencing their tertiary studies.…”

Section: Introductionmentioning

confidence: 99%

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Trends in basic mathematical competencies of beginning undergraduates in Ireland, 2003–2013

Treacy

Faulkner²

2015

International Journal of Mathematical Education in Science and

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Deficiencies in beginning undergraduate students' basic mathematical skills has been an issue of concern in higher education, particularly in the past 15 years. This issue has been tracked and analysed in a number of universities in Ireland and internationally through student scores recorded in mathematics diagnostic tests. Students beginning their science-based and technology-based undergraduate courses in the University of Limerick have had their basic mathematics skills tested without any prior warning through a 40 question diagnostic test during their initial service mathematics lecture since 1998. Data gathered through this diagnostic test have been recorded in a database kept at the university and explored to track trends in mathematical competency of these beginning undergraduates. This paper details findings surrounding an analysis of the database between 2003 and 2013, outlining changes in mathematical competencies of these beginning undergraduates in an attempt to determine reasons for such changes. The analysis found that the proportion of students tested through this diagnostic test that are predicted to be at risk of failing their service mathematics end-of-semester examinations has increased significantly between 2003 and 2013. Furthermore, when students' performance in secondary level mathematics was controlled, it was determined that the performance of beginning undergraduates in 2013 was statistically significantly below that of the performance of the beginning undergraduates recorded 10 years previously.

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Section: The Diagnostic Test and Methodologymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Trends in basic mathematical competencies of beginning undergraduates in Ireland, 2003–2013

Treacy

Faulkner²

2015

International Journal of Mathematical Education in Science and

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“…Decreasing levels of mathematical competency have been reported with regard to essential technical facility, analytical powers, and perceptions of the place of precision and proof in mathematics (Brandell et al 2008;Hourigan and O'Donoghue 2007;Kajander and Lovric 2005;Luk 2005;Selden 2005). The shifting profile of students who take service mathematics courses has produced a consequent decline in mathematical standards (Gill et al 2010;Jennings 2009). However, not all studies agree on the extent of the problem (Engelbrecht and Harding 2008;Engelbrecht et al 2005) and James et al (2008) found that standards had been maintained.…”

Section: Introductionmentioning

confidence: 99%

Key Mathematical Concepts in the Transition from Secondary School to University

Thomas

Druck

Huillet

et al. 2015

The Proceedings of the 12th International Congress on Mathematical Education

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This report1 from the ICME12 Survey Team 4 examines issues in the transition from secondary school to university mathematics with a particular focus on mathematical concepts and aspects of mathematical thinking. It comprises a survey of the recent research related to: calculus and analysis; the algebra of generalised arithmetic and abstract algebra; linear algebra; reasoning, argumentation and proof; and modelling, applications and applied mathematics. This revealed a multi-faceted web of cognitive, curricular and pedagogical issues both within and across the mathematical topics above. In addition we conducted an international survey of those engaged in teaching in university mathematics departments. Specifically, we aimed to elicit perspectives on: what topics are taught, and how, in the early parts of university-level mathematical studies; whether the transition should be smooth; student preparedness for university mathematics studies; and, what university departments do to assist those with limited preparedness. We present a summary of the survey results from 79 respondents from 21 countries.

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“…Commonly cited characteristics of this issue include a lack of basic mathematical skills, fragmented understanding, inadequate concept knowledge, and inability to successfully solve mathematical problems. The 'Maths Problem' has been highlighted as an issue of concern in Ireland, the UK, Australia, and the US (Lawson 2003;O'Donoghue 2004;Gill et al 2010;Treacy and Faulkner 2015).…”

Section: Introductionmentioning

confidence: 99%