The impact of assumed knowledge entry standards on undergraduate mathematics teaching in Australia

References

• King D, Cattlin J. Time to change the maths message: what does ‘assumed knowledge’ really mean for students? HERDSA News. 2014;36:23–24.
   Google Scholar
• Mather J, Tadros E. Australia's maths crisis. Financial Rev. [Internet]. 2014 Jun 7 [cited 2015 Mar 25]; Education [about 4 screens]. Available from: http://www.afr.com/news/policy/education/australias-maths-crisis-20140606-iwfn1
   Google Scholar
• Poladian L, Nicholas J. Mathematics bridging courses and success in first year calculus. Paper presented at: The 9th Delta Conference on Teaching and Learning of Undergraduate Mathematics and Statistics; 2013 Nov 24–29; Kiama, Australia.
   Google Scholar
• Rylands L, Coady C. Performance of students with weak mathematics in first-year mathematics and science. Int J Math Educ Sci Technol. 2009;40:741–753.
   Google Scholar
• Jackson DC, Johnson ED. A hybrid model of mathematics support for science students emphasizing basic skills and discipline relevance. Int J Math Educ Sci Technol. 2013;44:846–864.
   Google Scholar
• Barrington F, Brown P. AMSI monitoring of participation in Year 12 mathematics. Aust Math Soc Gaz. 2014;41:221–226.
   Google Scholar
• Kennedy JP, Lyons T, Quinn F. The continuing decline of science and mathematics enrolments in Australian high schools. Teach Sci. 2014;60:34–46.
   Google Scholar
• King D, Cattlin J. Building a network and finding a community of practice for academics teaching in undergraduate mathematics. In: McDonald J, Cater-Steel A, editors. Communities of practice – facilitating social learning in higher education. Netherlands: Springer.
   Google Scholar
• Birrell B, Sheridan J, Rapson V. Why no action on engineering training? People Place. 2005;13:34–47.
   Google Scholar
• Jennings M. The transition from high school to university: The University of Queensland perspective. Paper presented at: Volcanic Delta 2011: The 8th Southern Hemisphere Conference on Teaching and Learning Undergraduate Mathematics and Statistics; 2011 27 Nov–2 Dec; Canterbury and Auckland, New Zealand.
   Google Scholar
• Varsavsky C. Chances of success in and engagement with mathematics for students who enter university with a weak mathematics background. Int J Math Educ Sci Technol. 2010;41:1037–1049.
   Google Scholar
• Jennings M. Declining numbers? Really? Teach Math. 2014;39:5.
   Google Scholar
• Gordon S, Nicholas J. What do bridging students understand by ‘assumed knowledge’ in mathematics? Int J Math Educ Sci Technol. 2015;23:10–20.
   Google Scholar
• McNeilage A. Dwindling maths standards concern of national importance. Sydney Morning Herald [Internet]. 2014 Feb 14 [cited 2015 May 1]; Education [2 screens]. Available from: http://www.smh.com.au/national/education/dwindling-maths-standards-concern-of-national-importance-20140213-32n93.html
   Google Scholar
• Australian Mathematical Sciences Institute (AMSI). Lack of maths prerequisites ‘leads students to drop out’ [Internet]. Melbourne: AMSI; 2014 [cited 2015 Mar 10]. Available from: http://ws15.amsi.org.au/lack-maths-prerequisites-leads-students-drop/?COLLCC= 2313105610
   Google Scholar
• Hughes B, Rubenstein H. Mathematics and statistics: critical skills for Australia's future: the National Strategic Review of Mathematical Sciences Research in Australia. Canberra: Australian Academy of Science; 2006.
   Google Scholar
• Office of the Chief Scientist. Science, technology, engineering and mathematics in the national interest: a strategic approach. Canberra: Australian Government; 2013.
   Google Scholar
• Prince G. Sharp decline in Australian maths: report [podcast]. In: Kelly F, editor. Sydney: Radio National Breakfast, ABC; 2014.
   Google Scholar
• Loughlin WA, Watters DJ, Brown CL, et al. Snapshot of mathematical background demographics of a broad cohort of first year chemistry science students. Int J Math Educ Sci Technol. 2015;23:21–36.
   Google Scholar
• Gordon S, Nicholas J. Prior decisions and experiences about mathematics of students in bridging courses. Int J Math Educ Sci Technol. 2013;44:1081–1091.
   Google Scholar
• Rylands LJ, Matthews KE, Simbag V, et al., editors. Building quantitative skills of undergraduate science students: exploring the educational resources. Paper presented at: The Australian Conference on Science and Mathematics Education; 2011 Sep 28–30; Melbourne, Australia.
   Google Scholar
• Wilkes J, Burton LJ. Get set for success: applications for engineering and applied science students. Int J Math Educ Sci Technol. 2015;23:94–105.
   Google Scholar
• Kemp M, Fletcher D, Middleton H. Encouraging preparedness for first-year subjects involving quantitative concepts and skills. Paper presented at: 14th Pacific Rim Conference in First Year Higher Education; 2011 Jun 28–Jul 1; Fremantle, Australia.
   Google Scholar
• Wilson TM, MacGillivray HL. Counting on the basics: mathematical skills among tertiary entrants. Int J Math Educ Sci Technol. 2007;38:19–41.
   Google Scholar
• Crawford K, Gordon S, Nicholas J, et al. Qualitatively different experiences of learning mathematics at university. Learn Instruct. 1998;8:455–468.
   Web of Science ®Google Scholar
• Belward S, Matthews K, Rylands L, et al. A study of the Australian tertiary sector's portrayed view of the relevance of quantitative skills in science. Paper presented at: The Mathematics Education Research Group of Australasia (MERGA) Conference; 2011 Jul 3–7; Alice Springs, Australia.
   Google Scholar