The 'Hidden' Mathematical Backgrounds of Undergraduate Social Science Students in England: Bridging the Quantitative Skills Gap(s)

英国社会科学本科生的“隐藏”数学背景：弥合定量技能差距

• 批准号: 2421509
• 金额: --
• 依托单位: University of Nottingham
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2020
• 资助国家: 英国
• 起止时间: 2020 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2421509
• 关键词: Hidden; Mathematical; Backgrounds; Undergraduate; Social

There is ongoing concern over the quantitative skills of UK graduates, which are in increasing demand from employers. Even social science subjects at university can contain substantial quantitative content, yet existing research into students' mathematical preparedness for university has been outdated by subsequent curriculum reform and frequently fails to consider the full range of students' post-16 qualifications. Once acquired, the transfer of these skills from school to university tends to be assumed, despite evidence that transferring learning between contexts is far from straightforward.

人们一直对英国毕业生的量化技能感到担忧，雇主对这些技能的需求越来越大。即使是大学的社会科学科目也可以包含大量的量化内容，然而，由于随后的课程改革，现有的关于学生为大学做好数学准备的研究已经过时，而且往往没有考虑到16岁后学生的全部资质。一旦获得这些技能，这些技能从学校到大学的转移往往是假定的，尽管有证据表明，在不同环境之间转移学习远不是一帆风顺的。