ERIC Number: EJ1172677
Record Type: Journal
Publication Date: 2018
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-9266
EISSN: N/A
Available Date: N/A
Mathematical Struggles and Ensuring Success: Post-Compulsory Mathematics as Preparation for Undergraduate Bioscience
Bowyer, Jessica; Darlington, Ellie
Journal of Biological Education, v52 n1 p54-65 2018
This article reports on data from a large-scale study investigating students' mathematical transitions to higher education. Three hundred and seventy-one undergraduate bioscientists were surveyed in order to investigate their perceptions and experiences of studying post-compulsory mathematics, as preparation for the mathematics elements of their degree. A-level Mathematics was well-received, with more than three-quarters of participants describing the qualification as good preparation for their degree. Participants particularly valued the statistics units at A-level. However, A-level Further Mathematics was perceived to be less useful preparation, although participants reported that it was enjoyable and challenging. Ongoing qualification reform, as well as the proliferation of post-compulsory mathematics options, means that universities and schools would do well to consider how best to maximise bioscience students' mathematical preparation prior to beginning their undergraduate studies.
Descriptors: Undergraduate Students, Biological Sciences, Student Surveys, Student Experience, College Preparation, Mathematics Achievement, Prior Learning, Secondary School Mathematics, Questionnaires, Prerequisites, Online Surveys, College Readiness, Foreign Countries, Mixed Methods Research
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A
Author Affiliations: N/A