Andrijana Burazin, Department of Mathematical and Computational Sciences
University of Toronto Mississauga
The secondary-tertiary transition in mathematics is complex, involving a whole spectrum of problems and difficult situations. It is a big shock for our students, and certainly not easy to navigate. By looking at where the students’ previous mathematical training comes from (at least locally), the transition to first-year mathematics could possibly be made smoother.
Also, recognizing that times have changed as to who our students are, compared to when we were students, is an important fact to keep in mind that should guide our careful thinking about the design and delivery of the courses we teach. Any new measures, strategies, and attempts should be evaluated to see if they are effective in providing benefits to the students as they transition into university.
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