Beyond the Numbers: Gaining Perspective on the Mathematics Problem Towards The Successful Transition of Students into University Mathematics
| dc.contributor.advisor | Russell, Gale | |
| dc.contributor.author | Braun, Vanessa Karina | |
| dc.contributor.committeemember | Armstrong, Alayne | |
| dc.contributor.committeemember | Bazzul, Jesse | |
| dc.contributor.externalexaminer | Doolittle, Edward | |
| 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. | en_US |
| 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. | en_US |
| dc.description.authorstatus | Student | en |
| dc.description.peerreview | yes | en |
| dc.identifier.tcnumber | TC-SRU-8549 | |
| dc.identifier.thesisurl | https://ourspace.uregina.ca/bitstream/handle/10294/8549/Braun_Vanessa_MED_CI_Fall2018.pdf | |
| dc.identifier.uri | https://hdl.handle.net/10294/8549 | |
| dc.language.iso | en | en_US |
| dc.publisher | Faculty of Graduate Studies and Research, University of Regina | en_US |
| dc.title | Beyond the Numbers: Gaining Perspective on the Mathematics Problem Towards The Successful Transition of Students into University Mathematics | en_US |
| dc.type | Thesis | en |
| thesis.degree.department | Faculty of Education | en_US |
| thesis.degree.discipline | Curriculm and Instruction | en_US |
| thesis.degree.grantor | University of Regina | en |
| thesis.degree.level | Master's | en |
| thesis.degree.name | Master of Education (MEd) | en_US |