A Cross-Sectional Analysis of Mathematics Education Practices at Canadian Universities

Autor/inn/en	Weatherby, Chester; Kotsopoulos, Donna; Woolford, Douglas; Khattak, Laaraib
Titel	A Cross-Sectional Analysis of Mathematics Education Practices at Canadian Universities
Quelle	In: Journal of Teaching and Learning, 12 (2018) 1, S.1-20 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-1154
Schlagwörter	Foreign Countries; Universities; Mathematics Education; Mathematics Instruction; College Mathematics; Mathematics Tests; Standardized Tests; Learning Readiness; Academic Degrees; Admission Criteria; Placement Tests; Remedial Mathematics; Access to Information; Academic Support Services; Prerequisites; Required Courses; Canada + Suchen Sie Ihr Suchwort? Ausland; University; Universität; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Standadised tests; Standardisierter Test; Lernbereitschaft; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Voraussetzung; Pflichtkurs; Kanada
Abstract	In response to international standardized testing, many countries are examining mathematics education at virtually every level of instruction. Canada is no exception. Declines in mathematics scores in some international standardized tests have raised concerns amongst some stakeholders that a crisis may be unfolding with respect to the readiness of students to study mathematics in university. These results raise questions about the ways in which students are streamed into university mathematics and the supports provided once they begin their studies. Our focus in this research was university-level mathematics education. To mimic how students, parents, counselors, and others are most likely to find information about mathematics programs and support, we engaged in a web-based examination of departments of mathematics at 62 Canadian universities. Our objectives were to examine the types of degrees offered, admission protocols (including types of streaming or placement tests), methods for remedial support, accessibility of online information, mathematics help centers, courses for non-mathematics majors, and access initiatives as a preliminary step in analyzing the broader Canadian landscape in post-secondary mathematics education. Our findings reveal remarkably consistent practices across Canadian institutions. A rethinking of practices may be necessary in order to support those students that appear to be underprepared for post-secondary mathematics. (As Provided).
Anmerkungen	Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01