Developing Algebraic Knowledge: Foundation Programme ex-Mathematical Literacy Students’ Perceptions

Wendy Lyn Baumgartner; Erica Dorethea Spangenberg; Geoffrey Vaughan Lautenbach

doi:10.29333/ejmste/11245

Full Text (PDF)

Wendy Lyn Baumgartner ¹ ^* , Erica Dorethea Spangenberg ¹ , Geoffrey Vaughan Lautenbach ¹

More Detail

¹ University of Johannesburg, SOUTH AFRICA^* Corresponding Author

Abstract

South African Mathematical Literacy (ML) learners are unlikely to have mastered the mathematical skills essential for undergraduate degree studies in Business Science and are most likely to commence tertiary studies in a foundation programme (FP). One such FP at one private higher education institution included an algebra course and provided an opportunity for such students to articulate to undergraduate degree studies in Business Science. Essentials, an algebra reteaching strategy, supported underprepared students. The perceptions of 11 students from ML were probed in semi-structured interviews on aspects influencing the development of algebraic knowledge. Four themes: introducing the ML student, beneficial aspects, aspects to address for improvement, and personal aspects emerged from deductive coding. Perceptions identified may sensitise future ML students entering higher education studies through similar pathways about previous students’ experiences of FP algebra courses, and inform FP algebra course teachers about ML learners’ needs during their development of academic knowledge.

Keywords

algebraic knowledge
foundation programme
mathematical literacy
students

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 17, Issue 11, November 2021, Article No: em2026

https://doi.org/10.29333/ejmste/11245

Publication date: 05 Oct 2021

Article Views: 2095

Article Downloads: 949

Open Access Disclosures References How to cite this article

Disclosure

Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

References

Baumgartner, W. L. (2016). The development of a strategy for Mathematical Literacy learners for selected undergraduate studies (Master’s dissertation, University of Johannesburg, Johannesburg, South Africa). https://ujcontent.uj.ac.za/vital/access/manager/Repository/uj:21287
Baumgartner, W. L., Spangenberg, E. D., & Jacobs, G. J. (2018). Contrasting motivation and learning strategies of ex-mathematics and ex-Mathematical Literacy students. South African Journal of Higher Education, 32(2), 8-26. https://doi.org/10.20853/32-2-941
Botha, J. J. (2012). Exploring Mathematical Literacy: The relationship between teachers’ knowledge and beliefs and their instructional practices (Doctoral thesis, University of Pretoria, Pretoria, South Africa). https://repository.up.ac.za/bitstream/handle/2263/28984/Complete.pdf?sequence=8&isAllowed=y
Bowles, A., Fisher, R., McPhail, R., Rosenstreich, D., & Dobson, A. (2014). Staying the distance: Students’ perceptions of enablers of transition to higher education. Higher Education Research and Development, 33(2) 212-225. https://doi.org/10.1080/07294360.2013.832157
Burnard, P. (1991). A method of analysing interview transcripts in qualitative research. Nurse Education Today, 11(6), 461-466. https://doi.org/10.1016/0260-6917(91)90009-Y
Case, J., Marshall, D., & Grayson, D. (2013). Mind the gap: Science and engineering education at the secondary-tertiary interface. South African Journal of Science, 109(7/8), 1-5. https://doi.org/10.1590/sajs.2013/20120113
Daniels, A. D., & Jooste, K. (2018). Support of students by academics in a nursing foundation programme at a university in the Western Cape. Curationis, 41(1), 1-7. https://doi.org/10.4102/curationis.v41i1.1927
Dietrich, B. (2017). Experiences of first year, four year degree programme students; an ethnography of the perceived costs and benefits (Honours dissertation, University of Cape Town, Cape Town, South Africa). http://www.knowledgeco-op.uct.ac.za/sites/default/files/image_tool/images/155/246_SAEP_cost-benefit%20of%20bridging%20year_Dissertation.pdf
Engelbrecht, J., Harding, A., & Phiri, P. (2010). Are OBE-trained learners ready for university mathematics? Pythagoras, 72, 3-13. https://doi.org/10.4102/Pythagoras.v0i72.16
Hattie, J. A. C., & Donoghue, G. M. (2016). Learning strategies: a synthesis and conceptual model. Science of Learning, 1, 1-13. https://doi.org/10.1038/npjscilearn.2016.13
Kirby, N. F., & Dempster, E. R. (2018). Alternative access to tertiary science study in South Africa: Dealing with ‘disadvantage’, student diversity and discrepancies in graduate success. In C. Agosti & E. Bernat (Eds.), University pathway programs: Local responses within a growing global trend (pp. 85-106). Springer International Publishing AG. https://doi.org/10.1007/978-3-319-72505-5_5
Koonin, M. (2014). Validity and reliability. In F. Du Plooy-Cilliers, C. Davis, & R-M. Bezuidenhout (Eds.), Research Matters (pp. 252-261). Juta.
Machaba, F. M. (2018). Pedagogical demands in Mathematics and Mathematical Literacy: A case of Mathematics and Mathematical Literacy teachers and facilitators. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 95-108. https://doi.org/10.12973/ejmste/78243
Machaba, F. M., & Du Plooy, M. (2019). Mathematics and Mathematical Literacy on the career podium – sharing gold? African Journal of Research in Mathematics, Science and Technology Education, 23(3), 363-375. https://doi.org/10.1080/18117295.2019.1694782
Mampane, R., & Bouwer, C. (2011). The influence of township schools on the resilience of their learners. South African Journal of Higher Education, 31(1), 114-126. https://doi.org/10.15700/saje.v31n1a408
McKay, T., Mafanya, M., & Horn, A. C. (2018). Johannesburg’s inner city private schools: The teacher’s perspective. South African Journal of Higher Education, 38(3), 1-11. https://doi.org/10.15700/saje.v38n3a1557
Mhakure, D., & Mokoena, M. A. (2011). A comparative study of the FET phase Mathematical Literacy and Mathematics curriculum. US-China Education Review, B(3), 309-323. http://hdl.handle.net/11427/3347
Miles, M. B., Huberman, A. M., & Saldaña, J. (2013). Qualitative Data Analysis: A methods sourcebook (3rd ed.). Sage.
Ogude, N. A., Meyer, I. J., Mwambakana, J., & Mthethwa, N. E. (2019). Can extended curriculum programmes be improved through engagement with students using appreciative inquiry? South African Journal of Higher Education, 33(4), 219-236. https://doi.org/10.20853/33-4-2835
Pai, H-H., Sears, D. A., & Maeda, Y. (2015). Effects of small-group learning on transfer: A meta-analysis. Educational Psychology Review, 27(1), 79-102. https://doi.org/10.1007/s10648-014-9260-8
Potgieter, M., Harding, A., Kritzinger, Q., Somo C., & Engelbrecht, J. (2015). Reflections of science students on their experiences of an academic development programme in South Africa. South African Journal of Higher Education, 29(1), 108-131. https://doi.org/10.20853/29-1-446
Pritchett, L., & A. Beatty, A. (2015). Slow down, you’re going too fast: Matching curricula to student skill levels. International Journal of Educational Development, 40, 276-288. https://doi.org/10.1016/j.ijedudev.2014.11.013
Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). Sage.
Shushok Jr., F. & Kidd, V. (2015). Millennials in higher education: As students change, much about them remains the same. In J. C Wade, L. I. Marks, & R. D. Hetzel (Eds.), Positive psychology on the college campus (pp. 27-56). Oxford University Press. https://books.google.co.za/books?hl=en&lr=&id=vBqCCQAAQBAJ&oi=fnd&pg=PP1&dq=%22millennials%22+%22higher+education%22+Wade&ots=AnBqzm6_rC&sig=_o3x6GJLDnInP0zIMAtqDuQPnBs&redir_esc=y#v=onepage&q=%22millennials%22%20%22higher%20education%22%20Wade&f=false
Sibanda, L., Iwu, C. G., & Benedict, O. H. (2015). Factors influencing academic performance of university students. Demography and Social Economy, 2(24), 103-115. https://doi.org/10.15407/dse2015.02.103
Sofowora, S. O. (2014). Anxiety and lack of motivation as factors affecting success rates in bridging mathematics. (Master’s dissertation, University of South Africa, Pretoria, South Africa). http://uir.unisa.ac.za/handle/10500/19929
South Africa. Department of Basic Education. (2003). National curriculum statement Grades 10-12 (General): Mathematics. https://go-pdf.online/national-curriculum-statement-grades-10-12-general.pdf
South Africa. Department of Education. (2008). National curriculum statement Grades 10-12 (Learning programme guidelines): Mathematical Literacy. http://www.education.gov.za/LinkClick.aspx?fileticket=G45oocE9oKY%3D&tabid=247&mid=595
South Africa. Department of Basic Education. (2011a). National curriculum statement, curriculum and assessment policy statement Grades 10 - 12: Mathematics. https://www.education.gov.za/Curriculum/CurriculumAssessmentPolicyStatements(CAPS)/CAPSFET.aspx
South Africa. Department of Basic Education. (2011b). National curriculum statement, curriculum and assessment policy statement Grades 10 - 12: Mathematical Literacy. https://www.education.gov.za/Curriculum/CurriculumAssessmentPolicyStatements(CAPS)/CAPSFET.aspx
Spangenberg, E. D. (2012). Thinking styles of Mathematics and Mathematical Literacy learners: Implications for subject choice. Pythagoras, 33(3), 1-12. https://doi.org/10.4102/pythagoras.v33i3.179
Vygotsky, L. S. (1978). Mind in society. Harvard University Press.
Wan Muda, W. H. N., Ab Halim, F., Lai, C. S., & Abdullah, S. S. Z. S. (2020). Mathematical thinking styles among engineering students: Perceptions versus actual thinking style application in problem solving. Journal of Technical Education and Training, 12(1), 245-253. https://doi.org/10.30880/jtet.2020.12.01.026
Zander, L., Brouwer, J., Jansen, E., Crayen, C., & Hannover, B. (2018). Academic self-efficacy, growth mindsets, and university students; integration in academic and social support networks. Learning and Individual Differences, 62, 98-107. https://doi.org/10.1016/j.lindif.2018.01.012
Zhu, L., Huang, E., Defazio, J., & Hook, S. A. (2019). Impact of the stringency of attendance policies on class attendance/participation and course grades. Journal of the Scholarship of Teaching and Learning, 19(2), 130-140. https://doi.org/10.14434/josotl.v19i1.23717

How to cite this article

APA

Baumgartner, W. L., Spangenberg, E. D., & Lautenbach, G. V. (2021). Developing Algebraic Knowledge: Foundation Programme ex-Mathematical Literacy Students’ Perceptions. Eurasia Journal of Mathematics, Science and Technology Education, 17(11), em2026. https://doi.org/10.29333/ejmste/11245

Vancouver

Baumgartner WL, Spangenberg ED, Lautenbach GV. Developing Algebraic Knowledge: Foundation Programme ex-Mathematical Literacy Students’ Perceptions. EURASIA J Math Sci Tech Ed. 2021;17(11):em2026. https://doi.org/10.29333/ejmste/11245

AMA

Baumgartner WL, Spangenberg ED, Lautenbach GV. Developing Algebraic Knowledge: Foundation Programme ex-Mathematical Literacy Students’ Perceptions. EURASIA J Math Sci Tech Ed. 2021;17(11), em2026. https://doi.org/10.29333/ejmste/11245

Chicago

Baumgartner, Wendy Lyn, Erica Dorethea Spangenberg, and Geoffrey Vaughan Lautenbach. "Developing Algebraic Knowledge: Foundation Programme ex-Mathematical Literacy Students’ Perceptions". Eurasia Journal of Mathematics, Science and Technology Education 2021 17 no. 11 (2021): em2026. https://doi.org/10.29333/ejmste/11245

Harvard

Baumgartner, W. L., Spangenberg, E. D., and Lautenbach, G. V. (2021). Developing Algebraic Knowledge: Foundation Programme ex-Mathematical Literacy Students’ Perceptions. Eurasia Journal of Mathematics, Science and Technology Education, 17(11), em2026. https://doi.org/10.29333/ejmste/11245

MLA

Baumgartner, Wendy Lyn et al. "Developing Algebraic Knowledge: Foundation Programme ex-Mathematical Literacy Students’ Perceptions". Eurasia Journal of Mathematics, Science and Technology Education, vol. 17, no. 11, 2021, em2026. https://doi.org/10.29333/ejmste/11245