Moving Beyond Myths Revitalizing Undergraduate Mathematics (1991) / Chapter Skim
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THE CHALLENGE
THE CHALLENGE
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At the college and university level the focus of this report-mathematics forms the core of the quantitative skills needed by our nation's scientific, technical, and managerial work force, including the nation's future mathematics teachers. Yet even this system- the linchpin of mathematics education in the nation-is beset by weaknesses that threaten the health of U.S.
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Far from achieving its ideal as an agent for social equalization, undergraduate mathematics education as currently practiced bestows uneven benefits on different groups within our society white males learn much more, women and many minorities much less. The result has been a growing polarization of society along the dimension of mathematical power that will, if left unchecked, exacerbate social and economic tensions by widening disparities in opportunities and earning capacities.
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· Programs for mathematics majors that address student needs and build personal self-confidence. · Calculator methods and computer labs that transform traditional courses to meet the needs of a technological age.
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Although junior colleges were established to provide thefirst half of a bachelor's degree for the location-bound or economically less able student, very quickly they became the community college with a greatly expanded mission, including preparation for university transfer, post-secondary liberal arts education, technical courses and practical training for specific jobs, vocational degree programs, developmental instruction for those with weak academic skills, retraining programs for local businesses, multicultural education, English as a second language, continuing education activities, enrichment courses for senior citizens, literacy tutor training, and non-credit programs on community issues such as health, nutrition, insurance, finance, and law. There are nearly 1400 two-year colleges in the United States with a total enrollment of nearly 5 million students, 25 percent of whom are enrolled in mathematics or statistics courses offered by approximately 1150 departments.
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Virtually all liberal arts colleges offer mathematical sciences programs, and more than 90 percent over undergraduate majors in mathematics or statistics. Liberal arts colleges enroll approximately 10 percent of the nation's undergraduate students; their graduates account for one in six U.S.
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Because of their historical ties to education and a primary mission of undergraduate teaching, the comprehensive university more commonly has small class sections in the introductory mathematics courses than does the research university. Since doctoral programs seldom exist, there are fewer graduate students available; hence introductory courses are taught by faculty.
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With few exceptions, all doctoral degrees awarded in the United States are from research universities. This multiplicity of purposes and constituencies is reflected in the budget of a research university, which is typically several hundred million dollars and is drawn from many sources, including federal agencies, state and local governments, foundations, industry, and tuition.
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