This report documents the effectiveness of interventions to address low student numeracy through the provision of a numeracy development programme, relevant to the students’ discipline context.
It found early intervention, and active participation in a learning intervention, assisted the transition of first year students into university by improving their conceptual knowledge of mathematics and contributing to their academic success.
Download the report:
Building Academic Numeracy: Improving undergraduate student outcomes with proactive numeracy learning support (PDF, 1.3Mb)
Background:
An 18-month University of Otago project to evaluate a numeracy programme aimed at students entering university with low mathematics competency.
Report prepared by Brigid Casey and Andrea Knowles.
Co-funded by the Ako Aotearoa Regional Hub Project Fund (RHPF)