An outline of possible pre-course diagnostics for differential calculus

Authors

  • Aneshkumar Maharaj School of Mathematics, Statistics and Computer Science, University of KwaZulu-Natal, Durban, South Africa
  • Vivek Wagh School of Mathematics, Statistics and Computer Science, University of KwaZulu-Natal, Durban, South Africa

DOI:

https://doi.org/10.1590/sajs.2014/20130244

Keywords:

work habits of students, precourse outcomes, diagnostics, differential calculus, technical knowledge

Abstract

There is a view that many first-year students lack the basic knowledge and skills expected of them to study at university level. We examined the expected work habits and pre-course diagnostics for students who choose to take a course on differential calculus. We focused on the lecturer pre-course expectations of a student in the context of work habits, knowledge and technical skills. In particular, we formulated outcomes and then sample diagnostic questions to test whether the identified learning outcomes on expected work habits and learning are in place. If students are made aware of the expected learning outcomes and if they take the diagnostic test, they should be able to achieve greater success in their studies. The validity of this assumption will be the subject of a future paper which will report on the implementation of the learning outcomes and diagnostic questions that we formulated for pre-course diagnostics in differential calculus.

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Published

2014-07-21

How to Cite

1.
Maharaj A, Wagh V. An outline of possible pre-course diagnostics for differential calculus. S. Afr. J. Sci. [Internet]. 2014 Jul. 21 [cited 2021 Sep. 28];110(7/8):7. Available from: https://sajs.co.za/article/view/3956