Cause–effect analysis: improvement of a first year engineering students’ calculus teaching model
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Quay van der Hoff [1] ; Ansie Harding [1]
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[1] University of Pretoria
University of Pretoria
City of Tshwane, Sudáfrica
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- Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 48, Nº. 1, 2017, págs. 16-30
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
This study focuses on the mathematics department at a South African university and in particular on teaching of calculus to first year engineering students. The paper reports on a cause–effect analysis, often used for business improvement. The cause–effect analysis indicates that there are many factors that impact on secondary school teaching of mathematics, factors that the tertiary sector has no control over. The analysis also indicates the undesirable issues that are at the root of impeding success in the calculus module. Most important is that students are not encouraged to become independent thinkers from an early age. This triggers problems in follow-up courses where students are expected to have learned to deal with the work load and understanding of certain concepts. A new model was designed to lessen the impact of these undesirable issues.
