These articles, presentations and papers report on some preliminary project findings.
- Poladian, L., Cattlin, J., King, D., Ward, J. & Koerber, A. (2014) Comparing models of first year mathematics transition and support. presented at First Year in Higher Education Conference, 6-9 July 2014. Darwin.
- King, D. & Cattlin, J. (2014). Time to Change the Maths Message: What Does ‘Assumed Knowledge’ Really Mean for Students? HERDSA news. Vol 36.(p.23).
- King, D. & Cattlin, J. (2014). Forum on assumed knowledge in maths. AustMS Gazette. Vol. 41 (3), p.157-9.
- King, D. & Cattlin, J. (2015). The impact of assumed knowledge entry standards on undergraduate mathematics teaching in Australia. International Journal of Mathematical Education in Science and Technology. doi.org/10.1080/0020739X.2015.1070440.
- King, D. & Cattlin, J. (2015). Facing the challenges of undergraduate mathematics education: Findings from the FYiMaths project.Proceedings of the Australian Conference on Science and Mathematics Education, Curtin University, Sept 30th to Oct 1st, 2015.
- Cattlin, J. & King, D. (2015). Disseminating scholarship of teaching and learning: using grass roots networking to share research and influence practice. Proceedings of the Australian Conference on Science and Mathematics Education, Curtin University, Sept 30th to Oct 1st, 2015. (This research was conducted as Masters research project and while not formally part of the FYiMaths project, was informed by it.)
- King, D. & Cattlin, J. (2015). Transforming local practice into a force for change:why SoTL in undergraduate mathematics matters. Proceeding of the International Society for Scholarship of Teaching and Learning Conference, RMIT and Monash Universities, Melbourne, 27-30 October 2015.