Bridging the school-to-university transition gap in mathematics: challenges and strategies at university

Abstract

The transition from high school to university mathematics poses a persistent challenge for learners, and the gap between these two educational levels appears to be widening. In this study, we delve into the nature of this gap, exploring the perceptions of educators and students. We shed light on the unique challenges and opportunities in teaching and learning trigonometry and calculus. Our central question is: “What intervention strategies can be used to enhance and align the teaching of trigonometry and calculus at university with the high school curriculum”. To address this question, we draw upon the rite of passage theoretical model of Clark and Lovric (2008) to explore the school-university transition, and the CulturalHistorical Activity Theory (CHAT) as an analytic lens. We employ a mixed-methods approach, combining quantitative data from a survey, and interviews with mathematics educators to get insights into the challenges faced and strategies to bridge the gap. Our findings highlight specific areas off trigonometry and calculus that students find particularly challenging. Moreover, these difficulties are influenced by prior educational experiences, socio-economic factors, and cultural contexts, all which impact students’ readiness for university-level mathematics. We also recommend several targeted interventions and support mechanisms to facilitate a successful crossing of the liminal space.