Preserving Strength While Meeting Challenges Summary Report of a Workshop on Actions for the Mathematical Sciences (1997) / Chapter Skim
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Mathematicians as Educators
Mathematicians as Educators
Pages 36-40
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From page 36... ...
These diverse functions of mathematical thinking and tools are increasinalv manifest in many professions and across the technical work force c~ The phase transition mentioned above involves many partial shifts of focus from core mathematics toward applications and toward interdisciplinary work with the natural and social sciences, from academic to industrial and laboratory settings, from individual self-directed work to collaborative and multidisciplinary efforts, from technical communication with co-specialists to translational communication across disciplinary and cultural boundaries, and so on. Mathematics education is fashioned to provide appropriate mathematical knowledge, understanding, and skills to diverse student populations.
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From page 37... ...
The emergence of a highly competitive and technological world economy has fundamentally enlarged the demands on mathematics education. We now seek, for the broad work force, levels of scientific and technical competence and literacy that approach what was formerly deemed appropriate for only a select and specialized student population.
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From page 38... ...
On the other hand, the people actually engaged in reform calculus teaching typically have a different sense of its significance. They show the same healthy skepticism toward curriculum materials that mathematical scientists have always shown, and they exercise appropriate professional judgment on the manner and extent of use of these materials.
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From page 39... ...
Much remains to be done to establish contexts for respectful communication and professional collaboration between mathematical scientists and education professionals-from school teachers to people doing education research. This is ultimately a two-way street, along which mathematical scientists can contribute to the disciplinary strengthening of school programs and teaching practice, while the teacher and education research communities can elevate the pedagogical consciousness and competence of academic mathematical scientists.
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From page 40... ...
network and in special sessions at the winter joint meeting of he Mathematical Association of America/American Mathematical Society that support such networking. While mathematics and mathematics education in the United States at the school, college, and graduate levels have historically been culturally and professionally separated-a separation visible in the distinct agendas and cultures of the AMS, MAA, American Mathematical Association of Two-Year Colleges, and National Council of Teachers of Mathematics-it becomes clear to anyone who contemplates the needs for improvement of mathematics education in the United States that this problem cannot be realistically segmented into components for which these four communities take separate and uncoordinated responsibility.
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