Different disciplines, different transitions

Leigh N. Wood; Ian Solomonides

doi:10.1007/BF03217481

Different disciplines, different transitions

Leigh N. Wood, Ian Solomonides

Department of Accounting and Corporate Governance

Research output: Contribution to journal › Article › peer-review

21 Citations (Scopus)

9 Downloads (Pure)

Abstract

There is not just one mathematics taught at university level, nor is there one group of students. Mathematics is taught differently depending on the discipline and the perceived background of the student. There is engineering mathematics for the students heading towards engineering degrees, life science mathematics for those heading towards biology degrees and so on. This paper considers the phases of transitions that students experience as they embark on a course of study and then go on to professional life. We make inferences about the ways the curriculum should be designed to alleviate the difficulties of these phases as well as to take account of the capabilities that graduates will require in the workplace. It is not only where students are coming from that affects their learning but where they are heading to, in combination with their perceptions of that destination.

Original language	English
Pages (from-to)	117-134
Number of pages	18
Journal	Mathematics Education Research Journal
Volume	20
Issue number	2
DOIs	https://doi.org/10.1007/BF03217481
Publication status	Published - 2008

Bibliographical note

Copyright Mathematics Education Research Group of Australasia Incorporated. Original published at (http://www.merga.net.au/documents/MERJ_20_2_Wood.pdf). Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further reproduction rights please contact the publisher at http://www.merga.net.au

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Different disciplines, different transitions

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