Beyond the Numbers: Gaining Perspective on the Mathematics Problem Towards The Successful Transition of Students into University Mathematics

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.

Name thesis:degree_name

Master of Education (MEd)

Level thesis:degree_level

Master's

Discipline thesis:degree_discipline

Curriculm and Instruction

Grantor dc:publisher

Faculty of Graduate Studies and Research, University of Regina

Year dc:date.issued

2018

Author dc:creator

• Braun, Vanessa Karina

Advisor dc:contributor.advisor

• Russell, Gale

Committee members dc:contributor.committeemember

• Armstrong, Alayne
• Bazzul, Jesse

Language dc:language.iso

en

DOI

https://doi.org/10.82465/4482

OAI identifier oai:identifier

oai:uregina.scholaris.ca:10294/8549