Trends in Performance of Science and Technology Students (1997-2008) in Ireland

Autor/inn/en	Gill, Olivia; O'Donoghue, John; Faulkner, Fiona; Hannigan, Ailish
Titel	Trends in Performance of Science and Technology Students (1997-2008) in Ireland
Quelle	In: International Journal of Mathematical Education in Science and Technology, 41 (2010) 3, S.323-339 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
Schlagwörter	Mathematics Education; Diagnostic Tests; Foreign Countries; Mathematics Instruction; Science and Society; Higher Education; College Freshmen; Undergraduate Students; Mathematics Teachers; Pilot Projects; Adult Learning; Ireland + Suchen Sie Ihr Suchwort? Mathematische Bildung; Diagnostic test; Diagnostischer Test; Ausland; Mathematics lessons; Mathematikunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Studienanfänger; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Pilot project; Modellversuch; Pilotprojekt; Adulte education; Adult training; Erwachsenenbildung; Irland
Abstract	Hunt and Lawson 1 displayed the evidence of decline in the mathematical standards of first-year students in Coventry University between 1991 and 1995. Gill 2 sought to investigate if this was also the case in the University of Limerick (UL). The results of diagnostic tests administered to first-year undergraduates in the science and technology groups (service mathematics courses) between 1997 and 2002 displayed the evidence that the mathematical standard of students entering the university of Limerick service mathematics courses had declined over the 6 years studied. In this article, the authors revisit the university of Limerick database, which currently holds data for over 6200 students, to investigate current mathematical entry standards of students in service mathematics courses. The university of Limerick responses to the "Mathematics Problem" are also described. Ireland presents a unique situation in terms of the mathematical homogeneity of its third-level students; most students enter via the same route, i.e. the Leaving Certificate, on completion of 13 years of formal mathematics education. However, while research results and coping mechanisms in terms of learning support are not generalizable, they are portable. It is hoped that mathematics educators worldwide can learn from the Irish situation. (Contains 5 tables and 8 figures.) (As Provided).
Anmerkungen	Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10