id: 06649304
dt: a
an: 2016f.00517
au: Breen, Sinead; O’Shea, Ann
ti: Transition through mathematical tasks.
so: Adams, G. (ed.), Proceedings of the British Society for Research into
Learning Mathematics (BSRLM). Vol. 35, No. 1. Proceedings of the day
conference, St. Patrick’s College, Dublin, Ireland, February 28,
2015. London: British Society for Research into Learning Mathematics
(BSRLM). 19-24 (2015).
py: 2015
pu: London: British Society for Research into Learning Mathematics (BSRLM)
la: EN
cc: D35 D55 C25 I15
ut: secondary-tertiary transition; different requirements; task design; problem
posing; calculus; educational research; interviews; student perceptions
ci: ME 2009b.00158
li: http://www.bsrlm.org.uk/IPs/ip35-1/BSRLM-IP-35-1-04.pdf
ab: Summary: The transition to university level mathematics is often
problematic for students. {\it M. Clark} and {\it M. Lovric} [Math.
Educ. Res. J. 20, No. 2, 25‒37 (2008; ME 2009b.00158)] have written
about some of the differences between mathematics at school and at
university, including the type of mathematics taught and the way
mathematics is taught. Students at this stage also have to contend with
social and cultural changes. As part of a project on task design, ten
first year students at two different universities in Ireland were
interviewed. In this paper, we will discuss their experiences of
mathematics at school and university. In particular, we will consider
the differences in the types of mathematical tasks encountered at both
levels and the students’ views of the influences of such tasks.
rv: