Abstract:
In keeping with the national mandate of increasing graduates in the sciences in South Africa, a
concerted effort in improving the first year experience becomes imperative. First year mathematics
courses commonly provide the base knowledge necessary for progression in different degree
programmes at university. Success in mathematics courses influences throughputs, retention and
graduation rates of various degree programmes. Due to the highly complex and integrated nature of
issues pertaining to improving teaching and learning in these courses, a multi-dimensional approach
was conceptualized and implemented at the University of Pretoria. This paper reports on the
development of a coherent framework, and the process and strategy for improving student success
through a number of teaching and learning interventions in the first year mathematics courses,
addressing the different dimensions of the framework. The process embarked upon resulted in a
coherent, resource-focused approach with a replicable model for similar contexts.
