{"id":{"repo_id":"regina","oai_identifier":"oai:uregina.scholaris.ca:10294/8549"},"canonical_url":"https://search.dev.ndltd.org/etd/regina/oai:uregina.scholaris.ca:10294/8549","repository":{"repo_id":"regina","name":"University of Regina","base_url":"https://uregina.scholaris.ca/server/oai/request"},"display":{"title":"Beyond the Numbers: Gaining Perspective on the Mathematics Problem Towards The Successful Transition of Students into University Mathematics","abstract":"The purpose of this study is to gain a deeper understanding of how the Mathematics Problem- the issue that students entering precalculus (and other bridging-style) mathematics in university are performing at an extremely poor level- is experienced and perceived by mathematicians. Additionally, this study looks at what effect these perceptions have on precalculus/bridging courses and how this information can be used to influence programming for incoming students in Western Canadian universities. Using hermeneutic phenomenology, this study found that participants view mathematics with a dual lens, which creates unique problems in mathematics lecture halls. Moreover, participants perceive that the dual nature of mathematics in combination with a lack of communication between high school teachers and university professors and lecturers has only contributed to the Mathematics Problem, resulting in a need to bridge the gap between mathematicians and high school mathematics educators. Finally, it is theorized that an asset-based approach to future precalculus/bridging strategies, as opposed to a deficit model, could create the opportunity for influential programming at Western Canadian universities, remedying the Mathematics Problem.","abstract_html":"The purpose of this study is to gain a deeper understanding of how the Mathematics Problem- the issue that students entering precalculus (and other bridging-style) mathematics in university are performing at an extremely poor level- is experienced and perceived by mathematicians. Additionally, this study looks at what effect these perceptions have on precalculus/bridging courses and how this information can be used to influence programming for incoming students in Western Canadian universities. Using hermeneutic phenomenology, this study found that participants view mathematics with a dual lens, which creates unique problems in mathematics lecture halls. Moreover, participants perceive that the dual nature of mathematics in combination with a lack of communication between high school teachers and university professors and lecturers has only contributed to the Mathematics Problem, resulting in a need to bridge the gap between mathematicians and high school mathematics educators. Finally, it is theorized that an asset-based approach to future precalculus/bridging strategies, as opposed to a deficit model, could create the opportunity for influential programming at Western Canadian universities, remedying the Mathematics Problem.","abstract_has_math":false,"creators":["Braun, Vanessa Karina"],"institution":"Faculty of Graduate Studies and Research, University of Regina","degree_name":"Master of Education (MEd)","degree_level":"Master's","degree_discipline":"Curriculm and Instruction","degree_department":null,"school":null,"contributors":[],"advisors":["Russell, Gale"],"committee_chairs":[],"committee_members":["Armstrong, Alayne","Bazzul, Jesse"],"year":2018,"date_issued":"2018-07","date_published":"2018-07","updated_at":"2026-07-24T04:03:39Z","subjects":[],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.82465/4482"],"render_values":[{"text":"https://doi.org/10.82465/4482","href":"https://doi.org/10.82465/4482","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10294/8549","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Russell, Gale"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Armstrong, Alayne","Bazzul, Jesse"]},{"key":"dc:creator","label":"Author","values":["Braun, Vanessa Karina"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2018-12-05T20:05:32Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2018-12-05T20:05:32Z"]},{"key":"dc:date.issued","label":"Date","values":["2018-07"]},{"key":"dc:publisher","label":"Institution","values":["Faculty of Graduate Studies and Research, University of Regina"]},{"key":"dc:type","label":"Dc Type","values":["master thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculm and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Education (MEd)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Faculty of Graduate Studies and Research, University of Regina"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.82465/4482"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10294/8549"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Master of Education in Curriculum & Instruction, University of Regina. iv, 120p."]},{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study is to gain a deeper understanding of how the Mathematics Problem- the issue that students entering precalculus (and other bridging-style) mathematics in university are performing at an extremely poor level- is experienced and perceived by mathematicians. Additionally, this study looks at what effect these perceptions have on precalculus/bridging courses and how this information can be used to influence programming for incoming students in Western Canadian universities. Using hermeneutic phenomenology, this study found that participants view mathematics with a dual lens, which creates unique problems in mathematics lecture halls. Moreover, participants perceive that the dual nature of mathematics in combination with a lack of communication between high school teachers and university professors and lecturers has only contributed to the Mathematics Problem, resulting in a need to bridge the gap between mathematicians and high school mathematics educators. Finally, it is theorized that an asset-based approach to future precalculus/bridging strategies, as opposed to a deficit model, could create the opportunity for influential programming at Western Canadian universities, remedying the Mathematics Problem."]},{"key":"dc:title","label":"Title","values":["Beyond the Numbers: Gaining Perspective on the Mathematics Problem Towards The Successful Transition of Students into University Mathematics"]}]}],"canonical_facts":{"dc:contributor.advisor":["Russell, Gale"],"dc:contributor.committeemember":["Armstrong, Alayne","Bazzul, Jesse"],"dc:creator":["Braun, Vanessa Karina"],"dc:date.accessioned":["2018-12-05T20:05:32Z"],"dc:date.available":["2018-12-05T20:05:32Z"],"dc:date.issued":["2018-07"],"dc:description":["A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Master of Education in Curriculum & Instruction, University of Regina. iv, 120p."],"dc:description.abstract":["The purpose of this study is to gain a deeper understanding of how the Mathematics Problem- the issue that students entering precalculus (and other bridging-style) mathematics in university are performing at an extremely poor level- is experienced and perceived by mathematicians. Additionally, this study looks at what effect these perceptions have on precalculus/bridging courses and how this information can be used to influence programming for incoming students in Western Canadian universities. Using hermeneutic phenomenology, this study found that participants view mathematics with a dual lens, which creates unique problems in mathematics lecture halls. Moreover, participants perceive that the dual nature of mathematics in combination with a lack of communication between high school teachers and university professors and lecturers has only contributed to the Mathematics Problem, resulting in a need to bridge the gap between mathematicians and high school mathematics educators. Finally, it is theorized that an asset-based approach to future precalculus/bridging strategies, as opposed to a deficit model, could create the opportunity for influential programming at Western Canadian universities, remedying the Mathematics Problem."],"dc:identifier.doi":["https://doi.org/10.82465/4482"],"dc:identifier.uri":["https://hdl.handle.net/10294/8549"],"dc:language.iso":["en"],"dc:publisher":["Faculty of Graduate Studies and Research, University of Regina"],"dc:title":["Beyond the Numbers: Gaining Perspective on the Mathematics Problem Towards The Successful Transition of Students into University Mathematics"],"dc:type":["master thesis"],"thesis:degree_discipline":["Curriculm and Instruction"],"thesis:degree_level":["Master's"],"thesis:degree_name":["Master of Education (MEd)"],"thesis:institution_name":["Faculty of Graduate Studies and Research, University of Regina"]},"updated_at":"2026-07-24T04:03:39Z"}