A description of entry level tertiary students' mathematical achievement: towards an analysis of student texts

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dc.contributor.advisorJulie, Cyril
dc.contributor.authorJacobs, Mark Solomon
dc.contributor.otherFaculty of Education
dc.date.accessioned2013-09-11T12:49:49Z
dc.date.accessioned2024-05-28T08:03:33Z
dc.date.available2007/09/21 12:48
dc.date.available2007/09/21
dc.date.available2013-09-11T12:49:49Z
dc.date.available2024-05-28T08:03:33Z
dc.date.issued2006
dc.descriptionPhilosophiae Doctor - PhDen_US
dc.description.abstractThis research provided insights into the mathematical achievement of a cohort of tertiary mathematics students. The context for the study was an entry level mathematics course, set in an engineering programme at a tertiary institution, the Cape Peninsula University of Technology (CPUT). This study investigated the possibilities of providing a bridge between the assessment of students by means of tests scores and a taxonomy of mathematical objectives, on the one hand, and the critical analysis of student produced texts, on the other hand. This research revealed that even in cases of wrong solutions, participant members' responses were reasonable, meaningful, clear and logical.en_US
dc.description.countrySouth Africa
dc.identifier.urihttps://hdl.handle.net/10566/15345
dc.language.isoenen_US
dc.publisherUniversity of the Western Capeen_US
dc.rights.holderUniversity of the Western Capeen_US
dc.subjectMathematicsen_US
dc.subjectStudy and teaching (Higher)en_US
dc.subjectMathematical abilityen_US
dc.titleA description of entry level tertiary students' mathematical achievement: towards an analysis of student textsen_US
dc.typeThesisen_US

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