Many students undertaking courses at tertiary institutions find that lack
of basic mathematical skills, or lack of confidence in these skills, is
impeding their progress. This can arise with students in science,
administration, geography, nursing, computing, education and many other
courses. The problem can be anticipated with mature age students who
are often admitted to courses lacking formal entry qualifications, but
younger students are increasingly involved. The problem is not a static one but has been developing rapidly in recent
years. This Field Study commenced by analysing the extent of the problem
at CCAE, its past development and possible further developments in the
near future. A search was then undertaken for instances of recognition of,
and response to, the problem in other institutions.
Instances of responses elsewhere, and of theory relating to adult learning
and mathematical learning, were assessed for relevance to the CCAE
situation. A response appropriate to the CCAE situation was designed,
implemented, and its initial success evaluated. This response was based
upon an individualised approach, involving diagnosis of individual problems
and needs, self-learning materials in modular form, one-to-one tutorial
assistance in a "Maths Lab", self-paced learning, testing for mastery of
modules using criterion referenced tests.
The evaluation undertaken indicates that this response is basically
successful in the CCAE situation. However, some recommendations for the
future development of the response follow from the evaluation; the most
important of these involves a requirement upon students with weaknesses
in their basic mathematics, to use the Lab.
| Identifer | oai:union.ndltd.org:ADTP/218910 |
| Date | January 1978 |
| Creators | Edwards, Jo, n/a |
| Publisher | University of Canberra. Teacher Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Jo Edwards |
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