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dc.date.accessioned2019-11-29T19:58:20Z
dc.date.available2019-11-29T19:58:20Z
dc.date.created2018-07-15T17:42:55Z
dc.date.issued2019
dc.identifier.citationNortvedt, Guri A. Siqveland, Arvid . Are Beginning Calculus and Engineering Students Adequately Prepared for Higher Education? An Assessment of Students’ Basic Mathematical Knowledge. International journal of mathematical education in science and technology. 2018
dc.identifier.urihttp://hdl.handle.net/10852/71075
dc.description.abstractAre students transitioning from the secondary level to university studies in mathematics and engineering adequately prepared for education at the tertiary level? In this study, we discuss the prior mathematical knowledge and skills demonstrated by Norwegian engineering (N = 1537) and calculus (N = 626) university students by using data from a mathematics assessment administered by the Norwegian Mathematical Council. The assessment examines students’ conceptual understanding, computation skills and problem solving skills on the basis of the mathematics curriculum of lower secondary education. We found that calculus students significantly outperformed engineering students, but both student groups struggled to solve the test, with the calculus and engineering groups scoring an average of 60% and 46%, respectively. Beginning students who fail to master basic skills, such as solving arithmetic and algebra problems, will most likely face difficulties in their further courses. Although few female students enrol in calculus and engineering programmes compared with male ones and are thus underrepresented, male and female students at the same ability level achieved comparable test scores. Furthermore, students reported high levels of intrinsic and extrinsic motivation, and a positive relationship was observed between intrinsic motivation and achievement.
dc.languageEN
dc.titleAre Beginning Calculus and Engineering Students Adequately Prepared for Higher Education? An Assessment of Students’ Basic Mathematical Knowledge
dc.typeJournal article
dc.creator.authorNortvedt, Guri A.
dc.creator.authorSiqveland, Arvid
cristin.unitcode185,18,2,0
cristin.unitnameInstitutt for lærerutdanning og skoleforskning
cristin.ispublishedtrue
cristin.fulltextpostprint
cristin.qualitycode1
dc.identifier.cristin1597379
dc.identifier.bibliographiccitationinfo:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=International journal of mathematical education in science and technology&rft.volume=&rft.spage=&rft.date=2018
dc.identifier.jtitleInternational journal of mathematical education in science and technology
dc.identifier.volume50
dc.identifier.issue3
dc.identifier.startpage325
dc.identifier.endpage343
dc.identifier.pagecount19
dc.identifier.doihttps://doi.org/10.1080/0020739X.2018.1501826
dc.identifier.urnURN:NBN:no-74186
dc.type.documentTidsskriftartikkel
dc.type.peerreviewedPeer reviewed
dc.source.issn0020-739X
dc.identifier.fulltextFulltext https://www.duo.uio.no/bitstream/handle/10852/71075/5/postprint%2BNortvedt%2BSiqveland.pdf
dc.type.versionAcceptedVersion


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