Developing Algebraic Knowledge: Foundation Programme Ex-Mathematical Literacy Students' Perceptions

Autor/inn/en	Baumgartner, Wendy Lyn; Spangenberg, Erica Dorethea; Lautenbach, Geoffrey Vaughan
Titel	Developing Algebraic Knowledge: Foundation Programme Ex-Mathematical Literacy Students' Perceptions
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 17 (2021) 11, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Algebra; Mathematics Skills; Mathematics Instruction; Undergraduate Students; Business Administration Education; Private Colleges; Program Descriptions; Teaching Methods; Remedial Instruction; Student Attitudes; Educational Experience; Student Needs; Course Descriptions; Numeracy; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Privathochschule; Teaching method; Lehrmethode; Unterrichtsmethode; Förderkurs; Schülerverhalten; Bildungserfahrung; Kursstrukturplan; Rechenkompetenz; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	South African Mathematical Literacy (ML) learners are unlikely to have mastered the mathematical skills essential for undergraduate degree studies in Business Science and are most likely to commence tertiary studies in a foundation programme (FP). One such FP at one private higher education institution included an algebra course and provided an opportunity for such students to articulate to undergraduate degree studies in Business Science. Essentials, an algebra reteaching strategy, supported underprepared students. The perceptions of 11 students from ML were probed in semi-structured interviews on aspects influencing the development of algebraic knowledge. Four themes: "introducing the ML student," "beneficial aspects," "aspects to address for improvement," and "personal aspects" emerged from deductive coding. Perceptions identified may sensitise future ML students entering higher education studies through similar pathways about previous students' experiences of FP algebra courses, and inform FP algebra course teachers about ML learners' needs during their development of academic knowledge. (As Provided).
Anmerkungen	Modestum. No: 1 Windrush Road, Hilton Derbyshire, DE65 5LB, UK. e-mail: ejmste@ejmste.com; Web site: https://www.ejmste.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01