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Bridging Gaps: Enhancing Holistic Support in Mathematics during the Transition from Secondary School to University

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Title: Bridging Gaps: Enhancing Holistic Support in Mathematics during the Transition from Secondary School to University
Language: English
Authors: Alfred Mvunyelwa Msomi, Ekaterina Rzyankina (ORCID 0000-0003-1532-6559)
Source: Journal of Student Affairs in Africa. 2024 12(2):51-70.
Availability: University of Pretoria. Lynwood Avenue, Hatfield, Pretoria, 0002, Republic of South Africa. Tel: +27-12-420-4940; Fax: +27-12-420-4921; Web site: https://upjournals.up.ac.za/index.php/jsaa
Peer Reviewed: Y
Page Count: 20
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Mathematics Education, Mathematics Achievement, Mathematics Anxiety, Mathematics Skills, College Preparation, Transitional Programs, First Year Seminars, College Freshmen, Holistic Approach, Academic Support Services, STEM Education, Low Achievement
Geographic Terms: South Africa
ISSN: 2307-6267
Abstract: The provision of multidimensional holistic support in mathematics for students transitioning from secondary school to university is identified as a challenge facing global education systems, including in South Africa. Ongoing attempts to select effective mathematics learning support reflect the enduring nature of a problem caused by a range of factors. Despite a wealth of literature on the topic there has been little effort to consolidate the diverse knowledge on this issue into a comprehensive, useful understanding. This study aims to close this gap by synthesising and integrating the disparate elements with the aim of producing a unified framework to address the problem. The research employs a comprehensive rapid literature review following PRISMA (preferred reporting items for systematic reviews and meta-analyses) guidelines. The review concentrates on papers that investigate the impact of specific types of mathematical support; on those conducting analyses of the efficacy of distinct mathematical support approaches; and on those proposing solutions towards improving first-year South African university students' mathematical performance. To mitigate bias, the Rayyan AI-assisted literature review platform is utilised with the aim of promoting a rigorous, unbiased selection process. This rapid literature review reveals the absence of a unified framework for providing holistic mathematics learning support, which is a major obstacle to the provision of such support. The authors note that this deficiency can detrimentally impact students, underscoring the need for a comprehensive approach. The findings suggest that mathematics support can be enhanced by integrating the core elements of a holistic approach and acknowledging the interconnectedness and mutual influence of the various elements.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1457585
Database: ERIC
FullText Text:
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  Data: Bridging Gaps: Enhancing Holistic Support in Mathematics during the Transition from Secondary School to University
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  Data: <searchLink fieldCode="AR" term="%22Alfred+Mvunyelwa+Msomi%22">Alfred Mvunyelwa Msomi</searchLink><br /><searchLink fieldCode="AR" term="%22Ekaterina+Rzyankina%22">Ekaterina Rzyankina</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1532-6559">0000-0003-1532-6559</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Student+Affairs+in+Africa%22"><i>Journal of Student Affairs in Africa</i></searchLink>. 2024 12(2):51-70.
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  Data: University of Pretoria. Lynwood Avenue, Hatfield, Pretoria, 0002, Republic of South Africa. Tel: +27-12-420-4940; Fax: +27-12-420-4921; Web site: https://upjournals.up.ac.za/index.php/jsaa
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  Data: 20
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  Data: 2024
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Anxiety%22">Mathematics Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22College+Preparation%22">College Preparation</searchLink><br /><searchLink fieldCode="DE" term="%22Transitional+Programs%22">Transitional Programs</searchLink><br /><searchLink fieldCode="DE" term="%22First+Year+Seminars%22">First Year Seminars</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Holistic+Approach%22">Holistic Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Support+Services%22">Academic Support Services</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Achievement%22">Low Achievement</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
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  Data: 2307-6267
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  Data: The provision of multidimensional holistic support in mathematics for students transitioning from secondary school to university is identified as a challenge facing global education systems, including in South Africa. Ongoing attempts to select effective mathematics learning support reflect the enduring nature of a problem caused by a range of factors. Despite a wealth of literature on the topic there has been little effort to consolidate the diverse knowledge on this issue into a comprehensive, useful understanding. This study aims to close this gap by synthesising and integrating the disparate elements with the aim of producing a unified framework to address the problem. The research employs a comprehensive rapid literature review following PRISMA (preferred reporting items for systematic reviews and meta-analyses) guidelines. The review concentrates on papers that investigate the impact of specific types of mathematical support; on those conducting analyses of the efficacy of distinct mathematical support approaches; and on those proposing solutions towards improving first-year South African university students' mathematical performance. To mitigate bias, the Rayyan AI-assisted literature review platform is utilised with the aim of promoting a rigorous, unbiased selection process. This rapid literature review reveals the absence of a unified framework for providing holistic mathematics learning support, which is a major obstacle to the provision of such support. The authors note that this deficiency can detrimentally impact students, underscoring the need for a comprehensive approach. The findings suggest that mathematics support can be enhanced by integrating the core elements of a holistic approach and acknowledging the interconnectedness and mutual influence of the various elements.
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  Data: 2025
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  Data: EJ1457585
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      – Text: English
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        StartPage: 51
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Mathematics Education
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      – SubjectFull: Mathematics Achievement
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      – SubjectFull: Mathematics Anxiety
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      – SubjectFull: Mathematics Skills
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      – SubjectFull: College Preparation
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      – SubjectFull: Transitional Programs
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      – SubjectFull: First Year Seminars
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      – SubjectFull: College Freshmen
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      – SubjectFull: Holistic Approach
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