Connection between prior knowledge and student achievement in engineering mathematics
Connection between prior knowledge and student achievement in engineering mathematics
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工程数学先验知识与学生成绩之间的联系
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
R. Durandt
中科院分区：
文献类型：
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作者：
R. Durandt
在本文中，作者报告了一年级工程数学学生的先验数学知识与他们在扩展课程计划中的工程数学（年）课程中的成绩之间的联系。先验知识在学习和表现之间的联系的重要性在教育研究中得到了广泛的支持，在数学学习中也是如此。此外，从中学到大学的过渡是许多学生学习轨迹中的一个重大障碍，特别是在科学和工程课程中。作者让学生参加精心设计的由不同内容和知识组成的诊断性入学考试，并通过回归分析将这些结果与学生在第一学期、第二学期和第一学期的成绩相关联。结果显示出适度的相关性。本研究旨在探索通过入学考试来预测数学学习成功的可能性，并开发补救学生入学缺陷从而提高学习成功的可能性。更广泛地说，这项调查是为了探索在南非背景下评估先验知识的适当方法，这些方法可能有助于支持学生学习工程数学。
In the paper the author reports on connections between first-year engineering mathematics students’ prior mathematical knowledge and their achievement in an engineering mathematics (year) course in an extended curriculum programme. The importance of links between prior knowledge in learning and performance is widely supported in educational studies, also in learning mathematics. Furthermore, the transition from school to university is a substantial hurdle in the learning trajectory of many students, and particularly in science and engineering courses. The author exposed students to a carefully designed diagnostic entrance test that consists of different content and knowledge components, and correlated these results, by means of regression analysis, with students’ achievement scores at the end of term 1, term 2, and the first semester. The results show a moderate correlation. This research is meant as the beginning of exploring possibilities to predict study success in mathematics by means of an entrance test and of developing possibilities of remedying students’ entrance deficiencies and thus increasing study success. More broadly, this inquiry was conducted to explore adequate ways of assessing prior knowledge that could be useful in supporting students’ learning of engineering mathematics in a South African context.