The Mathematics Problem and Mastery Learning for First-Year, Undergraduate STEM Students

Groen, L; Coupland, M; Langtry, T; Memar, J; Moore, BJ; Stanley, J

The Mathematics Problem and Mastery Learning for First-Year, Undergraduate STEM Students

Groen, L Coupland, M

Langtry, T

Memar, J

Moore, BJ

Stanley, J

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Publisher:: IJLTER.ORG
Publication Type:: Journal Article
Citation:: International Journal of Learning, Teaching and Educational Research, 2015, 11 (1), pp. 141 - 160
Issue Date:: 2015-04-30

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Field	Value	Language
dc.contributor.author	Groen, L	en_US
dc.contributor.author	Coupland, M https://orcid.org/0000-0002-1387-1601	en_US
dc.contributor.author	Langtry, T https://orcid.org/0000-0001-9950-0627	en_US
dc.contributor.author	Memar, J https://orcid.org/0000-0003-2395-1450	en_US
dc.contributor.author	Moore, BJ https://orcid.org/0000-0002-4460-0775	en_US
dc.contributor.author	Stanley, J https://orcid.org/0000-0002-4011-9685	en_US
dc.date.available	2015-04-29	en_US
dc.date.issued	2015-04-30	en_US
dc.identifier.citation	International Journal of Learning, Teaching and Educational Research, 2015, 11 (1), pp. 141 - 160	en_US
dc.identifier.issn	1694-2116	en_US
dc.identifier.uri	http://hdl.handle.net/10453/36847
dc.description.abstract	In the 2014 academic year Mastery Learning was implemented in four first-year mathematics subjects in an effort to address a lack of preparedness and poor outcomes of increasing numbers of undergraduate students in science, engineering and mathematics programs. This followed partial success in the use of diagnostic testing and pre-teaching, active learning, and a greater emphasis on problem solving in context - under-prepared students were still more likely to fail the pre-teaching subject and to struggle with subsequent mathematics subjects. Also, failure rates overall were higher than benchmarks required. This paper describes the learning design used, and the outcomes achieved, with implementing Mastery Learning – the positive: improved academic success, time management, and attitudes towards learning and Mathematics, an increased sense of independence, confidence and retention of content, and reduced stress and anxiety; and the negative: students having a sense of being taught how to pass a test rather than having a deeper understanding of the content. It will be seen that this negative is a consequence of a small but important difference in implementation.	en_US
dc.publisher	IJLTER.ORG	en_US
dc.relation.ispartof	International Journal of Learning, Teaching and Educational Research	en_US
dc.title	The Mathematics Problem and Mastery Learning for First-Year, Undergraduate STEM Students	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	11	en_US
utslib.for	130208 Mathematics and Numeracy Curriculum and Pedagogy	en_US
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
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access
pubs.consider-herdc	false	en_US
pubs.issue	1	en_US
pubs.volume	11	en_US

Abstract:

In the 2014 academic year Mastery Learning was implemented in four first-year mathematics subjects in an effort to address a lack of preparedness and poor outcomes of increasing numbers of undergraduate students in science, engineering and mathematics programs. This followed partial success in the use of diagnostic testing and pre-teaching, active learning, and a greater emphasis on problem solving in context - under-prepared students were still more likely to fail the pre-teaching subject and to struggle with subsequent mathematics subjects. Also, failure rates overall were higher than benchmarks required. This paper describes the learning design used, and the outcomes achieved, with implementing Mastery Learning – the positive: improved academic success, time management, and attitudes towards learning and Mathematics, an increased sense of independence, confidence and retention of content, and reduced stress and anxiety; and the negative: students having a sense of being taught how to pass a test rather than having a deeper understanding of the content. It will be seen that this negative is a consequence of a small but important difference in implementation.

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http://hdl.handle.net/10453/36847