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Supportive frameworks that increase mathematical knowledge and confidence in students enrolled in bridging mathematics courses

conference contribution
posted on 2017-12-06, 00:00 authored by Nadine AdamsNadine Adams, Antony DekkersAntony Dekkers, Sherie ElliottSherie Elliott
Internationally, universities are changing the focus of their undergraduate degrees, increasing enrolments and broadening participation. As a result, non-traditional students who would once have been excluded from university studies are now being accepted. As expected, these changes are not without consequences, and one is left asking “How do we adequately prepare non-traditional students academically and increase their confidence enabling them to cope with undergraduate study?” Preparatory mathematics courses that follow adult learning principles can both provide content knowledge and increase confidence. A study conducted by CQUniversity Australia (CQU) examining students’ mathematical confidence prior to and after completing at least one Transition Mathematics course, found students reported a reduction in their fear of mathematics. Courses with supportive frameworks, containing formative assessment and prompt feedback, are essential for ensuring students are engaged and understand the course content. Course scaffolding and support also increase student confidence in mathematics which in turn benefits academic progression.


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South Africa


Unisa Press

Place of Publication

South Africa

Peer Reviewed

  • Yes

Open Access

  • No

External Author Affiliations

Academic Learning Services; Learning and Teaching Education Research Centre (LTERC);

Era Eligible

  • Yes

Name of Conference

International Conference on Science, Mathematics and Technology Education

Parent Title

Proceedings : ISTE International Conference on Science, Mathematics and Technology Education, 21-25 October 2012, held at the Mopani Camp in Kruger National Park, Limpopo, South Africa : "Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology"