Vol. 23 No. 1 (2015)

Published: 06-02-2015

Editorial

Deborah King, Leon Poladian, Cristina Varsavsky, Joann Cattlin
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Assumed Mathematics Knowledge: the Challenge of Symbols

Caroline Bardini, Robyn Pierce
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What Do Bridging Students Understand by ‘Assumed Knowledge’ in Mathematics?

Sue Gordon, Jackie Nicholas
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Snapshot of Mathematical Background Demographics of a Broad Cohort of First Year Chemistry Science Students

Wendy A. Loughlin, Dianne J. Watters, Christopher L. Brown, Peter R. Johnston
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Mathematics preparation for university: entry, pathways and impact on performance in first year science and mathematics subjects

Jackie Nicholas, Leon Poladian, John Mack, Rachel Wilson
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Development of Mathematical Pathways for VET Students to Articulate to Related Higher Education Courses: a Focus on Engineering

Irene Penesis, Sue Kilpatrick, Dayna Broun, Shaun Belward, Robin Barnes, John Roddick, Giles Thomas, Bernardo León de la Barra, Karl Sammut, Paul Battersby
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Supporting Engagement or Engaging Support?

Leanne Rylands, Don Shearman
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Curriculum Redesign to Provide Opportunities for a Diversity of Students

Katherine A. Seaton
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Students’ Mathematical Preparation: Differences in Staff and Student Perceptions

Andrew P. Wandel, Clare Robinson, Shahab Abdulla, Tim Dalby, Anita Frederiks, Linda Galligan
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Get Set for Success: Applications for engineering and applied science students

Janelle Wilkes, Lorelle J. Burton
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