Abstract:
This study focuses on the mathematics department at a South African university and in
particular on teaching of calculus to first year engineering students. The paper reports on a
cause-effect analysis, often used for business improvement. The cause-effect analysis
indicates that there are many factors that impact on secondary school teaching of
mathematics, factors that the tertiary sector has no control over. The analysis also indicates
the undesirable issues that are at the root of impeding success in the calculus module. Most
important is that students are not encouraged to become independent thinkers from an early
age. This triggers problems in follow up courses where students are expected to have learned
to deal with the work load and understanding of certain concepts. A new model was designed
to lessen the impact of these undesirable issues.