Counting on the basics : mathematical skills among tertiary entrants

Abstract

This study reports on basic, mostly pre-senior mathematical skills, as measured by a multiple choice questionnaire, of 566 students enrolled in a first year introductory data analysis subject within a science or broadly scientific degree programme. Most students had previously undertaken a senior high-school algebra and calculus based mathematics subject. Rasch analysis was used to validate the questionnaire and assist in the description of levels of skill. General linear models demonstrated that a student's skills score depended on the result obtained in senior mathematics, whether or not the student was a mathematics student, gender, whether or not higher level mathematics had been studied, self-efficacy and year. It is concluded that in order to have full and confident use of basic, pre-senior mathematical skills, algebra-based mathematics needs to be studied beyond this level.