Diagnosing readiness: institutional responses to mathematics transitions in higher education

• Alison Reddy ^[3] ; Anthony Cronin ^[1] ; Donald Shearman ^[4] ; Anita Campbell ^[2]
  1. [1] University College Dublin

     University College Dublin

     Irlanda

     
  2. [2] University of Cape Town

     University of Cape Town

     City of Cape Town, Sudáfrica

     
  3. [3] University of Illinois Urbana-Champaign, USA
  4. [4] School of Mathematics and Statistics, University of New South Wales, Sydney, Australia

  Mostrar afiliaciones +
• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 56, Nº. 12, 2025, págs. 2336-2352
• Idioma: inglés
• DOI: 10.1080/0020739X.2025.2567904
• Texto completo no disponible (Saber más ...)
• Resumen

  • Mathematical preparedness is a shared and pressing challenge for higher education institutions worldwide. We examine how diagnostic testing is being used in the USA, Ireland, Australia and South Africa to assess and respond to the varied levels of mathematical knowledge among incoming students. Focusing on the implementation of diagnostic tools at four case study universities, we explore how these efforts support accurate placement, inform targeted interventions and contribute to improved student outcomes. While each approach is shaped by local policy and institutional context, common themes emerge: the importance of early assessment, student agency and the alignment of diagnostics with ongoing support. We argue that diagnostic testing, when integrated into a broader commitment to equity and student success, can function not just as a tool for effective student placement but as a driver of meaningful educational transformation