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 |
| 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 |
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