Description
This discussion group will gather congress participants interested in exchanging ideas, and discussing issues and challenges related to mathematics education in non-university tertiary institutions, post-secondary education institutions around the world. Discussions at previous ICME conferences indicate that students who attend these institutions are more likely to be career oriented, have less funding available for college, and are underprepared for post-secondary education. Many students at non-university tertiary institutions are interested in securing a two-year degree of some kind, while others seek to pursue education beyond the non-university tertiary institution. The questions below have been developed following DG 23 at ICME-11 and other international committee discussions, including focus on the diversity of student preparation and career goals of students at non-university tertiary institutions.
Aim
Anticipated aims of the DG sessions include identifying, sharing, and discussing solutions to common key issues, challenges, and opportunities pertaining to all areas of mathematics education in non-tertiary institutions throughout the world. The DGs will also extend ICME-12 conversations and presentations from TSG 2: Mathematics education at tertiary level and access to tertiary level.
Rationale
The discussion group format at ICME conferences provides an excellent platform and venue for sharing ideas related to all areas of mathematics education in non-tertiary institutions throughout the world. In the US, “community colleges” are one type of institution responsible for the first two-years of a college degree. These colleges are an important feature of tertiary education in mathematics, with 46% of all undergraduate mathematics education being taught in US community colleges. Faculty teaching at these US community colleges network and share successes and failures on a regular basis. However, there are few opportunities for gatherings and discussions with faculty from countries with institutions having similar structures, course offerings, students, and programs. The DGs of past ICME congresses have provided an important avenue for exchange of ideas and networking and have helped shape the current education environment. The goal of the DG at ICME-12 is to continue the good work from previous ICME conferences.
One goal of the ICME-12 DGs is to better understand the role these institutions play in our countries, our societies and our economies. Non-university tertiary institutions are increasingly important in education. For the many students who did not leave their secondary institutions well-prepared for further education or the workforce, these institutions provide an educational bridge. For adults who never had an opportunity for education because of political unrest, poverty, or social custom, the institutions provide that opportunity. But more importantly, these institutions are increasingly becoming the choice of students who desire a practical education, grounded in the realities of emerging technology and global economics.
The following questions will be discussion in the ICME-12 DGs, extending the discussion DG 23, Current problems and challenges in non-university tertiary mathematics education, offered at ICME-11 and the presentations from TSG 2: Mathematics education at tertiary level and access to tertiary level to be presented at ICME-12. In addition to issues on faculty development and professional growth, teaching and learning facilities, policy issues, graduate placement and general work environment, the specific questions to be addressed in the DG at ICME-12 are:
(1) What challenges related to teaching, learning, curriculum, and assessment do faculty and students face that are unique in the Non-university Tertiary Mathematics Education (NTME) environment?
(2) What opportunities are available to non-university tertiary institutions that are not present in traditional four-year institutions? How are these challenges and opportunities being addressed within those institutions or across groups of institutions?
(3) What are examples of research-based promising practices that enrich mathematics programs in non-university tertiary institutions? How are these programs evaluated, in terms of conceptual understanding, procedural skills, cognitive and thinking skills, and in more global measures such as students’ completion of degrees?
(4) What are the new developments in the student learning of mathematics and assessment of student learning that are uniquely, suited to non-university tertiary institutions?
(5) What are examples of innovations regarding the use of technology in mathematics education leveraging the teaching and learning of mathematics? How is the impact of these innovations measured and assessed at the institutional and department level?
(6) Is the mathematics preparation of students in secondary schools a good preparation for courses and programs in non-university tertiary institutions?
(7) In what ways are placements tests used to determine college readiness and assess the mathematics that students need to know in non-university tertiary institutions?