Mathematical under-preparedness: the influence of the pre-tertiary mathematics experience on students' ability to make a successful transition to tertiary level mathematics courses in Ireland

Hourigan, M. and O'Donoghue, J. (2007) Mathematical under-preparedness: the influence of the pre-tertiary mathematics experience on students' ability to make a successful transition to tertiary level mathematics courses in Ireland. International Journal of Mathematical Education in Science & Technology, 38 (4). pp. 461-476. ISSN 0020739X

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Official URL: http://www.tandfonline.com/doi/abs/10.1080/0020739...

Abstract

Internationally, the consequences of the 'Mathematics problem' are a source of concern for the education sector and governments alike. Growing consensus exists that the inability of students to successfully make the transition to tertiary level mathematics education lies in the substantial mismatch between the nature of entrants' pre-tertiary mathematical experiences and subsequent tertiary level mathematics-intensive courses. This paper reports on an Irish study that focuses on the pre-tertiary mathematics experience of entering students and examined its influence on students' ability to make a successful transition to tertiary level mathematics. Brousseau's 'didactical contract' is used as an intellectual tool to uncover and describe the contract that exists in two case mathematics classrooms in Irish upper secondary schools (Senior Cycle). Although the authors are professional mathematics educators and well informed about classroom practice in Ireland, they were genuinely surprised by the very restrictive nature of this contract and the damaging consequences for students' future mathematical education. [ABSTRACT FROM AUTHOR]; Copyright of International Journal of Mathematical Education in Science & Technology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Item Type: Article
Additional Information: Hourigan, M. 1; Email Address: mairead.hourigan@mic.ul.ie O'Donoghue, J. 2; Affiliation: 1: Mary Immaculate College, Limerick, Ireland 2: University of Limerick, Limerick, Ireland; Source Info: 2007, Vol. 38 Issue 4, p461; Subject Term: MATHEMATICS; Subject Term: MATHEMATICAL ability; Subject Term: MATHEMATICAL instruments; Subject Term: LEARNING ability; Subject Term: EDUCABILITY; Subject Term: POSTSECONDARY education; Subject Term: INSTRUCTIONAL systems; Subject Term: CURRICULA (Courses of study); Subject Term: IRELAND; Number of Pages: 16p; Document Type: Article
Uncontrolled Keywords: MATHEMATICS; MATHEMATICAL ability; MATHEMATICAL instruments; LEARNING ability; EDUCABILITY; POSTSECONDARY education; INSTRUCTIONAL systems; CURRICULA (Courses of study); IRELAND
Depositing User: Colin Lowry
Last Modified: 27 Nov 2015 09:51
URI: http://eprints.teachingandlearning.ie/id/eprint/2549

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