An undergraduate course design to address the limitations in mathematical knowledge of entry level students in information technology

Due to the competitive nature of attracting students to Information Technology degrees, entry level requires minimal mathematics in the student cohort. Yet discrete mathematics courses are rarely designed to meet the challenge of limited mathematics skills, resulting in either high failure rates or placing mathematics into second year courses. In an attempt to address this problem, this paper describes a novel course design that draws together bridging mathematics educators with undergraduate lecturers. Students will have access to bridging mathematics topics, either as a full self-paced program, or as selected topics within the undergraduate course to support the discrete mathematics course. Paperbased and online diagnostic testing will be used to ascertain a student's mathematical currency both at entrance to the course and at its conclusion. Critical to this testing will be the process that enables students to self-analyse their mathematical knowledge levels and design a program to support their own learning. The significance of this course design is the nexus of mathematical educators in both pretertiary and tertiary programs, to build a student-centred focus in learning environment.