From lessons to lectures: NCEA mathematics results and first-year mathematics performance

Given the recent radical overhaul of secondary school qualifications in New Zealand, similar in style to those in the UK, there has been a distinct change in the tertiary entrant profile. In order to gain insight into this new situation that university institutions are faced with, we investigate some of the ways in which these recent changes have impacted upon tertiary level mathematics in New Zealand. To this end, we analyse the relationship between the final secondary school qualifications in Mathematics with calculus of incoming students and their results in the core first-year mathematics papers at Canterbury since 2005, when students entered the University of Canterbury with these new reformed school qualifications for the first time. These findings are used to investigate the suitability of this new qualification as a preparation for tertiary mathematics and to revise and update entrance recommendations for students wishing to succeed in their first-year mathematics study.     

Understanding and representing the arithmetic averaging algorithm: an analysis and comparison of US and Chinese students' responses

Analysing the responses of 311 sixth-grade Chinese students and 232 sixth-grade US students to two problems involving arithmetic average, this study explored students' understanding and representation of the averaging algorithm from a cross-national perspective. Results of the study show that Chinese students were more successful than US students in obtaining correct numerical answers to each of the problems, but US and Chinese students had similar cognitive difficulties in solving the second task. The difficulties were not due to their lack of procedural knowledge of the averaging algorithm, rather due to their lack of conceptual understanding of the algorithm. There were significant differences between the US and Chinese students in their solution representations of the two average problems. Chinese students were more likely to use algebraic representations than US students; while US students were more likely to use pictorial or verbal representations. US and Chinese students' use of representations are related to their mathematical problem-solving performance. Students who used more advanced representations were better problem solvers. The findings of the study suggest that Chinese students' superior performance on the averaging problems is partly due to their use of advanced representations (e.g. algebraic).     

Generalized Laplace transforms and extended Heaviside calculus

An extended Heaviside calculus proposed by Péraire in a recent paper is similar to a generalization of the Laplace transform proposed by the present author. This similarity will be illustrated by analysis of an example supplied by Péraire.     

The student experience of mathematical proof at university level

While proofs are central to university level mathematics courses, research indicates that some students may complete their degrees with an incomplete picture of what constitutes a proof and how proofs are developed. The paper sets out to review what is known of the student experience of mathematical proof at university level. In particular, some evidence is presented of the conceptions of mathematical proof that recent mathematics graduates bring to their postgraduate course to teach high school mathematics. Such evidence suggests that while the least well-qualified graduates may have the poorest grasp of mathematical proof, the most highly qualified may not necessarily have the richest form of subject matter knowledge needed for the most effective teaching. Some indication of the likely causes of this incomplete student perspective on proof are presented.     

An evaluation of the Supplemental Instruction programme in a first year calculus course

Supplemental Instruction (SI) incorporates collaborative learning in small, peer-led, group settings in order to integrate instruction in learning and reasoning skills with course content. Several meta-analyses speak to the efficacy of SI but fail to address selection bias due to ability/motivation and gender. In this study, SI was paired with a first year calculus for non-majors course. An ANCOVA indicated that: ability/motivation, as measured by prior grade point average, was a useful predictor of course letter grade; gender differences were statistically significant but trivial; and, SI participation was statistically and practically significant, a 1.8 letter grade improvement after correction for selection bias. For the pass/fail analysis, a sequential binary logistic regression indicated there was a sizable statistically significant improvement with SI participation after accounting for gender and ability/motivation selection biases. The odds of success were 2.7 times greater for the SI participants. No gender differences of any significance were found.     

Individualized additional instruction for calculus

College students enrolling in the calculus sequence have a wide variance in their preparation and abilities, yet they are usually taught from the same lecture. We describe another pedagogical model of Individualized Additional Instruction (IAI) that assesses each student frequently and prescribes further instruction and homework based on the student's performance. Our study compares two calculus classes, one taught with mandatory remedial IAI and the other without. The class with mandatory remedial IAI did significantly better on comprehensive multiple-choice exams, participated more frequently in classroom discussion and showed greater interest in theorem-proving and other advanced topics.     

Mathematical features of the Calculus

The fundamental theorems of the calculus describe the relationships between derivatives and integrals of functions. The value of any function at a particular location is the definite derivative of its integral and the definite integral of its derivative. Thus, any value is the magnitude of the slope of the tangent of its integral at that position, and any two subtracted values are the area under its derivative. The slope formula of secant lines actually is the mean value theorem for the derivative function in addition to representing the well-known Fermat definition of the derivative. The sine and other functions are discussed.     

Classroom note: Application of the Sumudu transform to discrete dynamic systems

The Sumudu transform is an integral transform introduced to solve differential equations and control engineering problems. The transform possesses many interesting properties that make visualization easier and application has been demonstrated in the solution of partial differential equations, integral equations, integro-differential equations and dynamic/dynamic-differential systems. In this note, application of the method of Sumudu transform to the solution of discrete dynamic systems is described. Derivations find ready application in recurrence relations. Solutions are obtained to certain first degree, second degree and third degree dynamic systems.     

Mimicry of proofs with computers: the case of Linear Algebra

In common teaching practice the habit of connecting mathematics classroom activities with reality is still substantially delegated to wor(l)d problems. During recent decades, a growing body of empirical research has documented that the practice of word problem solving in school mathematics does not match this idea of mathematical modelling and mathematization. If we wish to construct ‘real problems arising from real experiences of the child’ following the spirit of these new suggestions, we have to make changes. On the one hand we have to replace the type of activity in which we delegate the process of creating an interplay between reality and mathematics by substituting the word problems with an activity of realistic mathematical modelling, i.e. of both real-world based and quantitatively constrained sense-making; and, on the other hand, to ask for a change in teacher beliefs; furthermore, a directed effort to change the classroom socio-math norms will be needed. This paper discusses some classroom activities that takes these factors into account.