摘要 : University students come from many geographic locations and types of secondary and post-secondary schools (including public, private, and preparatory schools) with very different math-ematical backgrounds. This results in a divers... 展开 University students come from many geographic locations and types of secondary and post-secondary schools (including public, private, and preparatory schools) with very different math-ematical backgrounds. This results in a diversity of mathematical knowledge, augmented by the fact that what constitutes precalculus varies with source institution and instructor preferences, confounding traditional indicators of student knowledge and maturity such as high school grades. Additionally, students and institutions have disparate expectations of sufficient prepara-tion for higher-educational institutions. 收起