Mastery learning to address the assumed mathematics knowledge gap, encourage learning and reflection, and future-proof academic performance

Groen, L; Coupland, M; Memar, J; Langtry, T

Mastery learning to address the assumed mathematics knowledge gap, encourage learning and reflection, and future-proof academic performance

Groen, L Coupland, M

Memar, J

Langtry, T

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Publication Type:: Journal Article
Citation:: International Journal of Innovation in Science and Mathematics Education, 2015, 23 (4), pp. 64 - 78
Issue Date:: 2015-01-01

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Field	Value	Language
dc.contributor.author	Groen, L	en_US
dc.contributor.author	Coupland, M https://orcid.org/0000-0002-1387-1601	en_US
dc.contributor.author	Memar, J https://orcid.org/0000-0003-2395-1450	en_US
dc.contributor.author	Langtry, T https://orcid.org/0000-0001-9950-0627	en_US
dc.date.available	2015-04-08	en_US
dc.date.issued	2015-01-01	en_US
dc.identifier.citation	International Journal of Innovation in Science and Mathematics Education, 2015, 23 (4), pp. 64 - 78	en_US
dc.identifier.issn	2200-4270	en_US
dc.identifier.uri	http://hdl.handle.net/10453/41284
dc.description.abstract	UTS Science, Engineering and Mathematics students who have studied General Mathematics at high school are far more likely to fail their first undergraduate mathematics subject compared to their counterparts who meet the non-compulsory Assumed Knowledge of 2 unit Mathematics. This problem has been growing in recent years as an increasing number of students seek to improve their tertiary entrance score by taking the no-calculus General Mathematics at the Higher School Certificate. This problem is not unique to the University of Technology, Sydney-mathematical under-preparedness is a problem world-wide, with a decade, or more, long history. For some years, UTS has used diagnostic testing and pre-teaching to assist under-prepared students. Unfortunately, students who studied General Mathematics are also more likely to fail the pre-teaching subject. This suggested something more was required. Mastery Learning was chosen as a potential solution. Results to date have been promising with improvements in academic success for under-prepared students. Students have also reported increased satisfaction, confidence and retention of content. However, some students felt all Mastery Learning taught them was how to pass the Mastery Tests. Differences in student experience appear to be due to differences in how Mastery Learning was implemented.	en_US
dc.relation.ispartof	International Journal of Innovation in Science and Mathematics Education	en_US
dc.title	Mastery learning to address the assumed mathematics knowledge gap, encourage learning and reflection, and future-proof academic performance	en_US
dc.type	Journal Article
utslib.citation.volume	4	en_US
utslib.citation.volume	23	en_US
utslib.for	130208 Mathematics and Numeracy Curriculum and Pedagogy	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1399 Other Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
pubs.organisational-group	/University of Technology Sydney/Faculty of Science/School of Mathematical and Physical Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access
pubs.issue	4	en_US
pubs.publication-status	Published	en_US
pubs.volume	23	en_US

Abstract:

UTS Science, Engineering and Mathematics students who have studied General Mathematics at high school are far more likely to fail their first undergraduate mathematics subject compared to their counterparts who meet the non-compulsory Assumed Knowledge of 2 unit Mathematics. This problem has been growing in recent years as an increasing number of students seek to improve their tertiary entrance score by taking the no-calculus General Mathematics at the Higher School Certificate. This problem is not unique to the University of Technology, Sydney-mathematical under-preparedness is a problem world-wide, with a decade, or more, long history. For some years, UTS has used diagnostic testing and pre-teaching to assist under-prepared students. Unfortunately, students who studied General Mathematics are also more likely to fail the pre-teaching subject. This suggested something more was required. Mastery Learning was chosen as a potential solution. Results to date have been promising with improvements in academic success for under-prepared students. Students have also reported increased satisfaction, confidence and retention of content. However, some students felt all Mastery Learning taught them was how to pass the Mastery Tests. Differences in student experience appear to be due to differences in how Mastery Learning was implemented.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/41284