Teacher survey

Transmaths: Policies - Into University

Our research revealed that there needs to be a rethink about the way in which mathematics is taught in Higher Education during the transition from school/college to university. In particular, we found that transmissionist teaching practices can diminish the value of mathematics for students and, in the longer term, can make a significant difference to whether they stay on the programmes. Also, the use of connectionist teaching practices can greatly enhance studentsí understanding of and disposition towards mathematics. Policymakers should therefore consider these aspects in relation to the dropout rate on mathematically demanding programmes.