Van der Hoff, QuayHarding, Ansie2016-08-052017Quay van der Hoff & Ansie Harding (2017) Cause –effect analysis: improvement of a first year engineering students ’ calculus teaching model, International Journal of Mathematical Education in Science and Technology, 48:1, 16-30, DOI: 10.1080/0020739X.2016.1199058.0020-739X (print)1464-5211 (online)10.1080/0020739X.2016.1199058http://hdl.handle.net/2263/56207This 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.en© 2016 Informa UK Limited, trading as Taylor & Francis Group. This is an electronic version of an article published in International Journal of Mathematical Education in Science and Technology, vol. 48, no. 1, pp. 16-30, 2017. doi : 10.1080/0020739X.2016.1199058. International Journal of Mathematical Education in Science and Technology is available online at : http://www.tandfonline.comloi/tmes20.Teaching modelEngineering calculusCause-effect analysisIndependent learningTechnology in teachingSouth African universityPostprint Article