Abstract: This paper reports on a study carried out at a University of Technology, South Africa, aimed at identifying the existence of the mathematical knowledge gap and evaluating the intervention designed to bridge the knowledge gap amongst students stu
dying first year mathematics at the Chemical Engineering Extended Curriculum Program (ECP). In this study, a pre-test was used as a diagnostic test to test incoming Chemical Engineering students, with the aim of identifying the mathematical knowledge ga
p, and to provide students with support in their starting level of mathematical knowledge and skills. After the diagnostic test, an intervention called the autumn school was organized to provide support to bridge the mathematical knowledge gap identified.
A closed Facebook group served as a platform for providing student support after school hours. After the autumn school, a post-test was administered to measure whether there was an improvement in the knowledge gap. Both...
