In the last 12 months many have voiced their concerns about the mathematical background of students entering university science, technology, engineering and mathematics degrees. 
This special issue of the International Journal of Innovation in Science and Mathematics Education (IJISME) focuses on the impact of assumed knowledge entry requirements and demonstrates the impact from various disciplines’ perspectives.
This issue builds on and extends the presentations at the National Forum on Assumed knowledge in maths: its broad impact on tertiary STEM programs, held at The University of Sydney, in February 2014.
