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TeStED Project- Transitioning without A2 level mathematics

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conference contribution
posted on 28.10.2016, 11:07 by Stephanie ThomasStephanie Thomas, Eugenie HunsickerEugenie Hunsicker, Clare Trott
The research presented is the first stage of a project to support students entering STEM degrees. The study aims to investigate and address the mathematical difficulties that many students present transitioning to undergraduate Engineering courses. To this end data were collected to identify how age, gender, mathematical background, and preferred learning styles relate to outcomes on a mathematics diagnostic test. Both quantitative and qualitative methods of analysis were used to analyse the data. Our findings complement findings from previous research. We compared students with BTEC, GCSE and A/AS level qualifications, and related qualifications to study habits.

Funding

Funding was provided by Loughborough University, School of Science Teaching Innovation Fund.

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

The 18th SEFI Mathematics Working Group seminar on Mathematics in Engineering Education

Citation

THOMAS, S., HUNSICKER, E. and TROTT, C., 2016. TeStED Project- Transitioning without A2 level mathematics. IN: Alpers, B. ...et al. (eds.) Proceedings of the 18th SEFI Mathematics Working Group seminar on Mathematics in Engineering Education, Gothenburg, Sweden, 27-29th June. pp. 224-9.

Publisher

European Society for Engineering Education (SEFI),

Version

VoR (Version of Record)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Publication date

2016

Notes

This is a conference paper

ISBN

9782873520137

Language

en

Location

Gothenburg, Sweden

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