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When Basic Mathematics Skills Predict Nothing: Implications for Education and Training.

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When Basic Mathematics Skills Predict Nothing: Implications for Education and Training. / Ridgway, Jim; Passey, Don.
In: Educational Psychology, Vol. 15, No. 1, 1995, p. 35-44.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Ridgway, J & Passey, D 1995, 'When Basic Mathematics Skills Predict Nothing: Implications for Education and Training.', Educational Psychology, vol. 15, no. 1, pp. 35-44. https://doi.org/10.1080/0144341950150104

APA

Ridgway, J., & Passey, D. (1995). When Basic Mathematics Skills Predict Nothing: Implications for Education and Training. Educational Psychology, 15(1), 35-44. https://doi.org/10.1080/0144341950150104

Vancouver

Ridgway J, Passey D. When Basic Mathematics Skills Predict Nothing: Implications for Education and Training. Educational Psychology. 1995;15(1):35-44. doi: 10.1080/0144341950150104

Author

Ridgway, Jim ; Passey, Don. / When Basic Mathematics Skills Predict Nothing: Implications for Education and Training. In: Educational Psychology. 1995 ; Vol. 15, No. 1. pp. 35-44.

Bibtex

@article{48dda67d71f24256ba47c38bca9fa53a,
title = "When Basic Mathematics Skills Predict Nothing: Implications for Education and Training.",
abstract = "A study was conducted into the mathematical needs of engineering apprentices, triggered by a decline in the basic number skills of applicants. The mathematical challenges of engineering differ from the mathematics taught in school. In particular, great precision is required and different techniques; a good deal of practical problem solving is necessary, too. Conventional measures of educational attainment had high predictive validity; a test created to sample the mathematical skills directly involved in engineering had low predictive validity. We conclude that perfect mathematical technique is essential in engineering; the competencies learned from a broad-based education generalise to practical work; acquisition of mathematical technique does not; technical perfection is not a 'foundation', but rather is a component of mathematical education; mathematics education should encourage the development of a broad range of skills and some successful application of technique; and the deployment of skills in a range of contexts should be encouraged.",
author = "Jim Ridgway and Don Passey",
year = "1995",
doi = "10.1080/0144341950150104",
language = "English",
volume = "15",
pages = "35--44",
journal = "Educational Psychology",
issn = "1469-5820",
publisher = "Routledge",
number = "1",

}

RIS

TY - JOUR

T1 - When Basic Mathematics Skills Predict Nothing: Implications for Education and Training.

AU - Ridgway, Jim

AU - Passey, Don

PY - 1995

Y1 - 1995

N2 - A study was conducted into the mathematical needs of engineering apprentices, triggered by a decline in the basic number skills of applicants. The mathematical challenges of engineering differ from the mathematics taught in school. In particular, great precision is required and different techniques; a good deal of practical problem solving is necessary, too. Conventional measures of educational attainment had high predictive validity; a test created to sample the mathematical skills directly involved in engineering had low predictive validity. We conclude that perfect mathematical technique is essential in engineering; the competencies learned from a broad-based education generalise to practical work; acquisition of mathematical technique does not; technical perfection is not a 'foundation', but rather is a component of mathematical education; mathematics education should encourage the development of a broad range of skills and some successful application of technique; and the deployment of skills in a range of contexts should be encouraged.

AB - A study was conducted into the mathematical needs of engineering apprentices, triggered by a decline in the basic number skills of applicants. The mathematical challenges of engineering differ from the mathematics taught in school. In particular, great precision is required and different techniques; a good deal of practical problem solving is necessary, too. Conventional measures of educational attainment had high predictive validity; a test created to sample the mathematical skills directly involved in engineering had low predictive validity. We conclude that perfect mathematical technique is essential in engineering; the competencies learned from a broad-based education generalise to practical work; acquisition of mathematical technique does not; technical perfection is not a 'foundation', but rather is a component of mathematical education; mathematics education should encourage the development of a broad range of skills and some successful application of technique; and the deployment of skills in a range of contexts should be encouraged.

U2 - 10.1080/0144341950150104

DO - 10.1080/0144341950150104

M3 - Journal article

VL - 15

SP - 35

EP - 44

JO - Educational Psychology

JF - Educational Psychology

SN - 1469-5820

IS - 1

ER -