Abstract
Abstract This review paper examines the issues identified by research regarding students transitioning from school mathematics to service mathematics modules within economics education at the tertiary level. Literature was gathered in four steps, mainly through hand-searching strategies from journals, books, conference proceedings and reports. The results show that existing research addresses the challenges of students to cope with changed roles of students and teachers, as well as with new approaches to teaching and assessment, in the transition phase between education levels. Special issues identified for service mathematics in economics education are (i) issues of heterogeneous mathematics background in the student group, (ii) of mismatch in expectations about mathematics level and demand and (iii) the issue of relevance of mathematics. This review helps practitioners gain deeper insights into these multifaceted issues of transition. Furthermore, several potential directions for further research in the field are recommended.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Teaching Mathematics and its Applications: An International Journal of the IMA
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
