Abstract
MSOR Connections Nov 2004 Vol 4 No 4“If I had to reduce all of educational psychology to just one principle, I wouldsay this: The most important single factor influencing learning is what thelearner already knows. Ascertain this and teach them accordingly” [1].A recurring problem faced by a lecturer teaching first-year mathematics tonon-mathematicians is deciding where to start and what background knowledgeand skills can be assumed. Increased access to university and the diversitywithin syllabuses and curricula at school level mean that there is inhomogeneitywithin each incoming student cohort. In addition, it is not easy to predictstudents’ knowledge and skills from their entry grades [2]. A common answerto this problem lies in a diagnostic test. This study presents the results foundafter using a diagnostic test to evaluate the students’ initial knowledgefollowed by a lecture course based on these findings.
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