Journal article

The impact of assumed knowledge entry standards on undergraduate mathematics teaching in Australia

J CATTLIN, DM King

International Journal of Mathematical Education in Science and Technology | Taylor & Francis | Published : 2015

Abstract

Over the last two decades, many Australian universities have relaxed their selection requirements for mathematics-dependent degrees, shifting from hard prerequisites to assumed knowledge standards which provide students with an indication of the prior learning that is expected. This has been regarded by some as a positive move, since students who may be returning to study, or who are changing career paths but do not have particular prerequisite study, now have more flexible pathways. However, there is mounting evidence to indicate that there are also significant negative impacts associated with assumed knowledge approaches, with large numbers of students enrolling in degrees without the stat..

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University of Melbourne Researchers

Grants

Awarded by Office for Learning and Teaching


Funding Acknowledgements

Australian Government Office for Learning and Teaching