Bridging gaps: Enhancing holistic support in mathematics during the transition from secondary school to university

Abstract

The provision of multidimensional holistic mathematics support for students transitioning from secondary school to university level is identified as a challenge currently facing global education systems including in South Africa. Ongoing attempts to select effective mathematics learning support reflect the enduring nature of a problem with multifaceted contributing factors. Despite a wealth of literature there has been little effort to consolidate diverse sources into a comprehensive and useful understanding. This study aims to close this gap by synthesising and integrating these disparate elements into a unified framework. The research employs a comprehensive rapid literature review, meticulously following the PRISMA guidelines. The review concentrates on papers which investigate the impact of specific types of mathematical support, on those conducting analyses of the efficacy of distinct mathematical support approaches, and papers proposing solutions towards improving first-year South African university students’ mathematics performance. To mitigate bias, the Rayyan AI-assisted literature review platform is utilised, ensuring a rigorous and unbiased selection process. This rapid literature review reveals a general hindrance to holistic mathematics learning support, in the form of an absence of a unified framework. We see this deficiency as potentially detrimentally impacting students, and as underscoring the need for a comprehensive approach. The findings suggest that mathematics support can be enhanced by integrating the core elements of a holistic approach, together with acknowledging the interconnectedness and mutual influence of the various elements.

Ukuhlinzekwa ngosizo olunobubanzi obuhlangene noluhlanganisa zonke izinsiza kufunda ekufundeni isifundo sezibalo kubafundi abaphumelele umatikuletsheni kuya ezingeni laseyunivesithi kuwumqansa ohlangabezwa izinhlelo zemfundo emhlabeni jikelele, kuhlanganisa naseNingizimu Afrika. Imizamo eqhubekayo yokukhetha izindlela eziphumelelayo zokwesekwa ekufundeni izibalo ibonisa isimo esinzima esibangelwa izinkinga eziningi ezihlangene. Naphezu kobuningi bemibhalo yesayensi, kuye kwaba nomzamo omncane wokuhlanganisa le mithombo ehlukene ukuze kutholakale ukuqonda okuhle nokuwusizo. Lolu cwaningo luqonde ukuvala leli gebe ngokuhlanganisa amasu ahlukene abe uhlaka oluhlangene. Ucwaningo lusebenzisa ukubuyekezwa kwemibhalo okujulile futhi okusheshayo, kuhanjiswa ngokuqapha iznkombandlela ze-PRISMA. Lolu cwaningo lugxile emaphepheni ahlola umthelela wezinhlobo ezithile ezilandelwayo ekufindeni izibalo, kulabo abenza izibuyekezo zokusebenza kahle kwezindlela ezihlukile zosizo lwezibalo, kanye namaphepha aphakamisa izixazululo zokuthuthukisa ukusebenza kwabafundi baseNingizimu Afrika abenza unyaka wokuqala ezifundweni zezibalo. Ukuze kugwenywe ukuchema, kusetshenziswe ipulatifomu ye-Rayyan esekelwa yi-AI yokubuyekezwa kwemibhalo, ukuqinisekisa inqubo eqinile nengachemile yokukhetha. Lolu cwaningo lwembula isithiyo esijwayelekile sokwesekwa ekufundeni izibalo ngokubanzi, ngendlela yokungabi khona kohlaka oluhlangene. Sibonisa ukuthi lokhu kushoda kungaba nomthelela ongemuhle kubafundi, kuphinde kugcizelele isidingo sokusebenzisa indlela ebanzi. Imiphumela iphakamisa ukuthi ukwesekwa kwezibalo kungathuthukiswa ngokuhlanganisa izici eziyinhloko zendlela ehlangene, kanye nokwamukela ukuxhumana kanye nomthelela omkhulu wezinto ezahlukene ezihlangene.