What is mastered in Mastery Learning?

Groen, L; Coupland, M

What is mastered in Mastery Learning?

Groen, L Coupland, M

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Publication Type:: Conference Proceeding

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Field	Value	Language
dc.contributor.author	Groen, L	en_US
dc.contributor.author	Coupland, M	en_US
dc.contributor.editor	Manuel, K	en_US
dc.date	2014-12-01	en_US
dc.identifier.uri	http://hdl.handle.net/10453/32668
dc.description.abstract	Though numbers are as yet not large, in the past two years at UTS of first-year students who studied General Mathematics, alarmingly high proportions of Science, Engineering and Mathematics students failed their first core undergraduate Mathematics subject. A similar observation holds for students with a background of General Mathematics in the subject Foundation Mathematics, a subject designed to address any gap in assumed knowledge and skills. This is deeply concerning especially as the number of students enrolling in STEM courses with backgrounds in General Mathematics is increasing. These observations are not unique to UTS – what is sometimes referred to as the mathematics problem has been reported worldwide for well over a decade. Given that some students were not bridging the gap between secondary and tertiary mathematics, Mastery Learning was introduced into a number of first year subjects. Pass rates, student satisfaction, attitudes towards learning and retention of content improved for many students. For some students, however, the outcomes were not as positive and they questioned what it was they thought they were learning. So, what is mastered in Mastery Learning?	en_US
dc.relation.ispartof	Connections and Continuity - Mathematics from School to University	en_US
dc.title	What is mastered in Mastery Learning?	en_US
dc.type	Conference Proceeding
utslib.location.activity	Canberra	en_US
dc.location.activity	Canberra
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
pubs.organisational-group	/University of Technology Sydney/Faculty of Science/School of Mathematical and Physical Sciences
utslib.copyright.status	open_access
pubs.consider-herdc	false	en_US
pubs.finish-date	2014-12-02	en_US
pubs.publication-status	Accepted	en_US
pubs.start-date	2014-12-01	en_US

Abstract:

Though numbers are as yet not large, in the past two years at UTS of first-year students who studied General Mathematics, alarmingly high proportions of Science, Engineering and Mathematics students failed their first core undergraduate Mathematics subject. A similar observation holds for students with a background of General Mathematics in the subject Foundation Mathematics, a subject designed to address any gap in assumed knowledge and skills. This is deeply concerning especially as the number of students enrolling in STEM courses with backgrounds in General Mathematics is increasing. These observations are not unique to UTS – what is sometimes referred to as the mathematics problem has been reported worldwide for well over a decade. Given that some students were not bridging the gap between secondary and tertiary mathematics, Mastery Learning was introduced into a number of first year subjects. Pass rates, student satisfaction, attitudes towards learning and retention of content improved for many students. For some students, however, the outcomes were not as positive and they questioned what it was they thought they were learning. So, what is mastered in Mastery Learning?

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http://hdl.handle.net/10453/32668