Prior decisions and experiences about mathematics of students in bridging courses

Sue Gordon and Jackie Nicholas

Mathematics Learning Centre

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Levels of mathematics in NSW: senior secondary

› HSC Mathematics Extension 2 — Advanced

› HSC Mathematics Extension 1 — Advanced

› HSC Mathematics — Intermediate

› HSC General Mathematics — Elementary

General Mathematics was not designed to prepare students for tertiary study: Dr Mary Coupland, Director: Mathematics Study Support Centre, School of Mathematical Sciences, UTS

HSC = Higher School Certificate — year 12 leaving qualification

The issue

ATAR — Australian Tertiary Admission Rank

› In NSW*

Percentage of students studying Intermediate or Advanced mathematics for their HSC:

35% in 2012

46% in 2001

61% in 1992

out of the year 12 students eligible for an ATAR

*Information supplied by the NSW Vice-Chancellors’ Committee – Technical Committee on Scaling

Our study

› In 2012, 380 students enrolled for our maths bridging courses and were invited to take part in an anonymous online survey.

› 109 students responded to the anonymous survey

› 51 students are the focus of our paper

- Left school in 2009, 2010 or 2011

- Did not study maths at an appropriate level for the HSC

- Completed the online survey

Limitations

Sample is small

Students chose whether or not to participate

Almost all students from University of Sydney

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Research questions

› For the students who completed some unit of maths for their HSC, what were the influences on their decisions about the level studied?

› For the students who did not study maths for the HSC, what were the factors that impacted on their decision not to study maths?

In IJMEST

› Whose advice was influential and when was it sought?

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Background information

› Demographic information — n = 51

63% (32) enrolled in the 2 unit maths bridging course

63% (32) female

94% (48) were enrolled or were enrolling in a degree at university

› 38 students completed a unit of maths for the HSC

26 students completed the level of maths they began

12 students dropped to a lower level of maths

› 13 students did not do maths for the HSC

8 students started studying maths in Year 11 but dropped it

5 students did not study maths at all

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Students who completed the maths they begann = 26

› 54% (14 out of 26) completed Elementary maths for their HSC

› Question: What influenced your decision to study the level of mathematics that you did for the HSC or equivalent? Please tick all the relevant influences. (26 responses)

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Qualitative responses to open-ended question

› Casey studied Intermediate maths which for him:

“ … was a choice that brought the personal requirements I set myself for mathematics as it was challenging but doable. I had large amounts of doubt establishing the same balance with Extension 1 [Advanced] ….”

› Kate completed Intermediate maths but some of the important influences on her for not studying Advanced maths were that:

“maths was a pretty time consuming subject … [with] a lot of homework … I also thought I’d do better in other subjects if I put in as much effort”.

› John studied Elementary maths as he did not see himself:

“getting a high mark in 2 unit mathematics [Intermediate]. … Furthermore, I had been told from math teachers that generally speaking those who do general mathematics [Elementary] tend to get a higher ATAR than those who do 2 Unit mathematics, and the scaling for General Mathematics is decent. My main priority was to get into the degree I wanted, and to deal with the assumed knowledge later.”

“maths was a pretty time consuming subject … [with] a lot of homework …

I also thought I’d do better in other subjects if I put in as much effort”.

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Students who dropped from a higher level of maths n = 12

› 50% (6 out of 12) were enrolled in the Extension 1 bridging course

› Question: What influenced your decision to drop the higher level of maths when you did? (12 responses)

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Qualitative responses to open ended question

› Harry, an Elementary maths student said:

“HSC Mathematics [Intermediate] was the only subject I was struggling in and it was taking a lot of my time. … I wanted to spend equal time on my other subjects to maximise my ATAR.”

› Kadin, an Intermediate maths student reported:

“I dropped the higher level maths [Advanced] solely in order to maximise my ATAR. I found the amount of time that I was required to put into the course was not reflective of my marks and … I also felt it was important to diversify my subjects as I was unsure of my results and future opportunities after school.”

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Students who did not study maths for the HSCn = 13

› 8 students (out of 13) started studying maths for the HSC

6 out of 8 started studying Intermediate maths

› Question:

What influenced your decision to drop mathematics when you did? What influenced your decision not to study mathematics? (13

responses)

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Qualitative responses to open-ended question

› For the students who dropped maths, the qualitative responses mirrored those of the students who dropped to a lower level of maths.

› Drew, an Intermediate maths student (who dropped it), summed it up:

“The amount of time I spent studying maths, for only modest results in my tests, was limiting the amount of time I spent on other subjects which I performed well in. As such, I thought it advisable to drop maths and devote more time to the subjects which were likely to improve my ATAR.”

› For the 5 students who did not study maths at all, Sharon exemplifies the path take:

“I chose only subjects that interested me – despite being quite good at maths I did not enjoy the subject at all. At the time I had no idea what I wanted to do at university but I was leaning towards a language-based degree and I assumed I wouldn’t need maths. I did know that, if needed, I could take a bridging course.”

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Conclusions

› Students’ accounts portray an array of complex issues that influence their decisions.

› Students find the higher levels of mathematics hard and time consuming relative to their other subjects.

› Students focus on short-term goals — act strategically to maximise chances of getting into their degree of choice by dropping (or not attempting) those higher levels.

John’s priority “to get into the degree I wanted, and to deal with the assumed knowledge later” rings true for many students.

› Maths teachers may, with the best of intentions, be giving advice that encourages students to focus on short-term goals rather than long-term goals.

› University entry procedures may not reward the effort of studying higher levels of maths.

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