Bridging gaps: Enhancing holistic support in mathematics during the transition from secondary school to university

Abstract

The provision of multidimensional holistic support in mathematics for students transitioning from secondary school to university is  identified as a challenge facing global education systems, including in South Africa. Ongoing attempts to select effective mathematics  learning support reflect the enduring nature of a problem caused by a range of factors. Despite a wealth of literature on the topic there  has been little effort to consolidate the diverse knowledge on this issue into a comprehensive, useful understanding. This study aims to  close this gap by synthesising and integrating the disparate elements with the aim of producing a unified framework to address the  problem. The research employs a comprehensive rapid literature review following PRISMA (preferred reporting items for systematic  reviews and meta-analyses) guidelines. The review concentrates on papers that investigate the impact of specific types of mathematical  support; on those conducting analyses of the efficacy of distinct mathematical support approaches; and on those proposing solutions  towards improving first-year South African university students’ mathematical performance. To mitigate bias, the Rayyan AI-assisted  literature review platform is utilised with the aim of promoting a rigorous, unbiased selection process. This rapid literature review reveals  the absence of a unified framework for providing holistic mathematics learning support, which is a major obstacle to the provision of  such support. The authors note that this deficiency can detrimentally impact students, underscoring the need for a comprehensive  approach. The findings suggest that mathematics support can be enhanced by integrating the core elements of a holistic approach and  acknowledging the interconnectedness and mutual influence of the various elements.