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dc.contributor.authorLoughlin, WA
dc.contributor.authorWatters, DJ
dc.contributor.authorBrown, CL
dc.contributor.authorJohnston, PR
dc.date.accessioned2018-11-02T12:30:31Z
dc.date.available2018-11-02T12:30:31Z
dc.date.issued2015
dc.identifier.issn2200-4270
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.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent298549 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.publisherInstitute for Innovation in Science and Mathematics Education
dc.publisher.placeAustralia
dc.publisher.urihttp://openjournals.library.usyd.edu.au/index.php/CAL/article/view/8487
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom21
dc.relation.ispartofpageto36
dc.relation.ispartofissue1
dc.relation.ispartofjournalInternational Journal of Innovation in Science and Mathematics Education
dc.relation.ispartofvolume23
dc.rights.retentionY
dc.subject.fieldofresearchEducation not elsewhere classified
dc.subject.fieldofresearchMathematics and Numeracy Curriculum and Pedagogy
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchOther Education
dc.subject.fieldofresearchcode139999
dc.subject.fieldofresearchcode130208
dc.subject.fieldofresearchcode1302
dc.subject.fieldofresearchcode1303
dc.subject.fieldofresearchcode1399
dc.titleSnapshot of Mathematical Background Demographics of a Broad Cohort of First Year Chemistry Science Students
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyGriffith Sciences, School of Environment and Science
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.
gro.hasfulltextFull Text
gro.griffith.authorBrown, Chris L.
gro.griffith.authorWatters, Dianne J.
gro.griffith.authorLoughlin, Wendy A.
gro.griffith.authorJohnston, Peter R.


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