Understanding the Importance of Numerical Context in the Transition from School to University Mathematical Writing
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Keywords

Community of practise discourse
mathematical writing
numerical context
transition

How to Cite

Matabane, M., & Inyangala, E. (2024). Understanding the Importance of Numerical Context in the Transition from School to University Mathematical Writing. Journal Of Curriculum Studies Research, 6(2), 259-278. https://doi.org/10.46303/jcsr.2024.21

Abstract

The transition from secondary school to university mathematics poses challenges for students, impacting their readiness and performance. The study explores the discrepancies in students' understanding and application of numerical context in mathematical discourse during this transition. The 2019 drop in mathematics enrollment and performance in South Africa prompted the investigation, revealing that even high-achieving students face difficulties in first-year university mathematics. The research delves into the significance of numerical context in students' mathematical writing, aiming to bridge the gap between school and university mathematics. Using a social theory of learning and Seo's model for analyzing mathematical texts, the study analyzes students' written expressions during the transition. Results highlight the inconsistency and conflation of numerical context in students' responses to mathematical tasks. The findings suggest that students struggle to adapt to the specific numerical contexts defined in university mathematics, leading to errors and misconceptions in their problem-solving processes. The paper emphasizes the importance of understanding and addressing these challenges in mathematical writing, as success and high achievement in mathematics depend on students' ability to effectively communicate their understanding. The study calls for increased attention to numerical context in mathematical communication, urging educators to focus not only on content but also on the construction of mathematical genres to enhance students' transition from school to university mathematics.

https://doi.org/10.46303/jcsr.2024.21
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