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      Mathematical knowledge and skills expected by higher education in engineering and the social sciences: implications for high school mathematics curriculum

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      Author(s)
      Başaran, M.
      Özalp, G.
      Kalender, İ.
      Alacacı, C.
      Date
      2015-03-25
      Source Title
      Eurasia: Journal of Mathematics, Science & Technology Education
      Print ISSN
      1305-8223
      Publisher
      International Society of Educational Research
      Volume
      11
      Issue
      2
      Pages
      405 - 420
      Language
      English
      Type
      Article
      Item Usage Stats
      352
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      191
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      Abstract
      One important function of school mathematics curriculum is to prepare high school students with the knowledge and skills needed for university education. Identifying them empirically will help making sound decisions about the contents of high school mathematics curriculum. It will also help students to make informed choices in course selection at high school. In this study, we surveyed university faculty members who teach first year university students about the mathematical knowledge and skills that they would like to see in incoming high school graduates. Data were collected from 122 faculty members from social science (history, law, psychology) and engineering departments (electrical/electronics and computer engineering). Participants were asked to indicate which high school mathematics topics and skills they thought were important to be successful at university education in their field. Results were compared across social science and engineering departments. Implications were drawn for curriculum specialists, students, and mathematics educators.
      Keywords
      High school
      Mathematical knowledge
      Mathematical topics
      Mathematical skills
      Mathematics curriculum
      Permalink
      http://hdl.handle.net/11693/12855
      Published Version (Please cite this version)
      http://dx.doi.org/10.12973/eurasia.2015.1357a
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      • Graduate School of Education 115
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