O’Shea, Ann and Breen, Sinéad
(2021)
Students’ Views on Transition to University: The Role of Mathematical Tasks.
Canadian Journal of Science, Mathematics and Technology Education, 21 (1).
pp. 29-43.
ISSN 1492-6156
Abstract
In this article, we use a case study to explore the views of first-year university students on the
differences between mathematics at school and at university, and on the changes to their study methods
as they make the transition to university mathematics. We also consider their views on the differences
and affordances of tasks that they encounter on either side of the transition. The students in this study
were registered on differential calculus modules where non-routine tasks were employed. We find that
students are aware of the increased emphasis on conceptual understanding and reasoning at university
and of the need to be an independent learner. We also see that this awareness is raised through engagement with mathematical tasks and that working on tasks is an integral part of students’ study methods.
We conclude that mathematical tasks have a role in making lecturers’ expectations clear to students and
also in giving students’ opportunities to develop mathematical thinking skills and work independently.
| Item Type: |
Article
|
| Keywords: |
Non-routine tasks; Secondary-tertiary transition; Mathematical thinking skills;
Differential calculus; |
| Academic Unit: |
Faculty of Science and Engineering > Mathematics and Statistics |
| Item ID: |
18617 |
| Identification Number: |
https://doi.org/10.1007/s42330-021-00140-y |
| Depositing User: |
Dr. Ann O'Shea
|
| Date Deposited: |
06 Jun 2024 13:50 |
| Journal or Publication Title: |
Canadian Journal of Science, Mathematics and Technology Education |
| Publisher: |
Springer Link |
| Refereed: |
Yes |
| URI: |
|
| Use Licence: |
This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available
here |
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