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Aims and Ideas
The modern world thrives on quantitative information. Consequently, many university majors are becoming increasingly mathematical. Many secondary school graduates, however, are not ready for tertiary course work in mathematics and statistics. For example, 35.1% of U.S. college mathematics enrollments are in pre-college remedial courses: 1.4 million out of 3.9 million in autumn 2010 (Blair, Kirkman, & Maxwell, 2012). Such deficiency in mathematical knowledge and skills can influence students’ decisions to abandon their intended major and transfer to a less mathematically demanding major, or even to quit tertiary education. This discussion group examined the difficulties that students encounter in making the mathematical transition from secondary to tertiary education. The group explored methods used to assess student readiness in mathematics and programs to help beginning tertiary students when they face mathematical struggles. The discussion considered both students who seek mathematically intensive majors at the tertiary level and those who pursue less mathematically intensive degrees.
Structure
The organizing team (co-chairs and team members) provided introductions on the theme of the Transition from Secondary to Tertiary Education to provide a framework for the discussions and spent most of the sessions facilitating the discussion among the participants. The sessions were structured (a) to provide contexts for discussion, (b) to simulate discussion, and (c) to get the participants involved and draw out their ideas. The participants represented a wide variety of nations. The following tables list topics that were presented and discussed.
Tuesday timeline | Topic | Format and presenter |
---|---|---|
16.30–16.35 | Welcome, introductions, and overview | 5-min led by Foley |
16.35–16.55 | Issues in the transition from secondary to tertiary mathematics education: North American perspectives | 16-min presentation by Foley and tanner + 4 min of questions and answers |
16.55–17.10 | Are University freshmen mathematically ready? | 12-min presentation by Khoshaim for Er + 3 min of questions and answers |
17.10–18.00 | Issues in the transition from secondary to tertiary mathematics education | Small-group discussion followed by whole-group discussion, facilitated by team members |
Friday timeline | Topic | Format and presenter |
---|---|---|
16.30–16.35 | Welcome, introductions, and overview | 5-min led by Foley |
16.35–16.50 | Issues in the transition from secondary to tertiary mathematics education: a South American perspective | 12-min presentation by Celis + 3 min of questions and answers |
16.50–17.05 | How Saudi Arabia addresses the challenges of transitions from secondary to tertiary education | 12-min presentation by Khoshaim + 3 min of questions and answers |
17.05–17.15 | The role of Universities in the transition from secondary to tertiary mathematics education in Jordan | 8-min presentation by Foley for Alshawa + 2 min of questions and answers |
17.15–18.00 | Issues in the transition from secondary to tertiary mathematics education | Small-group discussion followed by whole-group discussion, facilitated by team members |
Reference
Blair, R., Kirkman, E. E., & Maxwell, J. W. (2012). Statistical abstract of undergraduate programs in the mathematical sciences in the United States: Fall 2010 Conference Board of the Mathematical Sciences survey. Providence, RI: American Mathematical Society.
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Open Access Except where otherwise noted, this chapter is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/.
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Foley, G.D., Celis, S., Alshawa, H.M., Nihan Er, S., Khoshaim, H.B., Tanner, J.D. (2017). Transition from Secondary to Tertiary Education. In: Kaiser, G. (eds) Proceedings of the 13th International Congress on Mathematical Education. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-62597-3_90
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DOI: https://doi.org/10.1007/978-3-319-62597-3_90
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