Abstract
Only about 54% of South African Engineering students graduate from the four-year professional engineering qualification within five years. One of the biggest stumbling blocks in many engineering programs is mathematics, which in South Africa often comprises a significant part of the first year of an engineering degree program. Research indicates that there is an articulation gap between student preparedness and institutional responsiveness in South Africa. In response to this articulation gap, the Diagnostic Mathematics Information for Student Retention and Success (DMISRS) project engages with mathematics educators from various South African higher education institutions to find solutions collectively and collaboratively to issues surrounding the retention and success of students in STEM programmes with a focus on the teaching and learning of Mathematics. It can be argued that South 1 RN Prince rprince@uj.ac.za