Mathematical knowledge and skills expected by higher education in engineering and the social sciences: implications for high school mathematics curriculum
Date
2015-03-25Source 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
ArticleItem Usage Stats
352
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views
191
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downloads
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 schoolMathematical knowledge
Mathematical topics
Mathematical skills
Mathematics curriculum
Permalink
http://hdl.handle.net/11693/12855Published Version (Please cite this version)
http://dx.doi.org/10.12973/eurasia.2015.1357aCollections
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