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dc.contributor.authorLoughlin, Wendyen_US
dc.contributor.authorWatters, Dianneen_US
dc.contributor.authorBrown, Chrisen_US
dc.contributor.authorJohnston, Peteren_US
dc.date.accessioned2018-11-02T12:30:31Z
dc.date.available2018-11-02T12:30:31Z
dc.date.issued2015en_US
dc.identifier.issn2200-4270en_US
dc.identifier.urihttp://hdl.handle.net/10072/69173
dc.description.abstractA case study of the background mathematical skills of a varied group of first year chemistry students (n = 455) is presented. Potential student demographic factors, including school leaver, mature age, non-English speaking background, and pre-requisite or prior assumed mathematical and chemistry knowledge, were examined. The student cohort had a diverse background in mathematical knowledge with only 53% meeting the pre-requisite mathematics admission criteria used in Queensland. A voluntary survey was completed by some students (n = 57) from the total cohort, which identified the individual mathematical background of students, their perception of the importance of mathematical skills in their study and their confidence with mathematics. The survey responses indicated that students generally did not have high confidence with their mathematical skills; especially for those with poorer mathematics backgrounds. Interestingly, all students were in strong agreement regarding the importance of mathematics to their study of chemistry. Correlation of the student mathematics background with a chemistry diagnostic test revealed that prior achievement in mathematics impacted on performance within chemistry. We propose that integration of foundational and enabling mathematical skills with curriculum would build student confidence and is more likely to have success in enabling science students to engage and succeed.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent298549 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.publisherInstitute for Innovation in Science and Mathematics Educationen_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://openjournals.library.usyd.edu.au/index.php/CAL/article/view/8487en_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom21en_US
dc.relation.ispartofpageto36en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalInternational Journal of Innovation in Science and Mathematics Educationen_US
dc.relation.ispartofvolume23en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchEducation not elsewhere classifieden_US
dc.subject.fieldofresearchMathematics and Numeracy Curriculum and Pedagogyen_US
dc.subject.fieldofresearchcode139999en_US
dc.subject.fieldofresearchcode130208en_US
dc.titleSnapshot of Mathematical Background Demographics of a Broad Cohort of First Year Chemistry Science Studentsen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyGriffith Sciences, School of Environment and Scienceen_US
gro.rights.copyright© The Author(s) 2015. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this journal please refer to the journal’s website or contact the authors.en_US
gro.hasfulltextFull Text


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