Mathematics Entry Requirements

The FYiMaths project identified widespread interest in the approach to specifying requirements for mathematics prior knowledge for entry to mathematics-dependent degrees in Australia, and how these impact on student learning. The network has raised of awareness of the problems being created by ‘assumed knowledge’ entry requirements through a National Forum, press and academic articles, data collection of entry requirements and submissions to government and peak bodies.

Since 2014 the FYiMaths network has contributed to ongoing public debate on mathematics entrance requirements:

On 1st February, 2016, The University of Sydney announces that from 2019, 2019 students will need to have passed the NSW Higher School Certificate (HSC) two-unit Mathematics subject to enrol in any engineering or IT bachelor degree, nearly all science bachelor degrees, and bachelor degrees in economics, commerce, pharmacy and veterinary science. ​

"University of Sydney fights to raise mathematics standards"
Mathematics to become a prerequisite for University of Sydney admission

"The University of Sydney will lead the attack on the declining standards and falling enrolmenet sin maths by requiring students in a range of courses, including science, engineering, commerce, and IT, to have passed maths, at minimum of intermediate level, in year 12.
Sydney University takes a stand on maths, Financial Review

This decision was informed by the evidence published and presented by mathematics educators active within the FYiMaths network.

On 29th January, 2016, the Financial Review released an article addressing the issue of poor high school mathematics, using data collected through the FYiMaths network.

"Universities to blaime for the maths crisis among high school students"
Financial Review

In November, 2015, Deborah King contributed to an article in AMSI's Update about th eimpact of removing prerequisites.

"The clock ticks on maths prerequistites"
The Update

In August, 2015, FYiMaths had an article published in the International Journal of Mathematical Education in Science and Technology (IJMEST), providing an overview of the issue.

"there is mounting evidence to indicate that there are also significant negative impacts associated with assumed knowledge approaches, with large numbers of students enrolling in degrees without the stated assumed knowledge."
The impact of assumed knowledge entry standards on undergraduate mathematics teaching in Australia

In June, 2015, we conducted a brief survey as part of our continuing efforts to provide greater understanding of the statements concerning prior knowledge of mathematics for mathematics-dependent degrees in Australian universities and whether this knowledge is required by way of prerequisites or assumed knowledge.
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We collated the data and suplemented it with information from institutional webpages, where data from some institutions was missing or incomplete.

FYiMaths Results

Discipline Profile of the Mathematical Sciences, 2015 (AMSI)

In early 2015, a special issue of the International Journal of Innovation in Science and Mathematics Education highlighted the impact of maths entry requirements from a range of perspectives.

"Dealing with underprepared first‐year mathematics students was identified as the single‐most significant challenge these academics faced and they were frustrated by their attempts to support these students not having the impact that they intended."
IJISME Special Edition

In early 2015, Deborah King and John Rice briefed Universities Australia on the impact of removing maths pre-requisites from univesity entry requirements.

In Februrary, 2014, we organised a national forum in conjuction with the Institute of Innovation in Science and Mathematics Education at The University of Sydney. The issue continued to receive attention with the release of a communique from the forum and subsequent response from the government.

National Forum on Assumed Knowledge in Maths