What is Needed Math (for entry-level technicians)?
A common barrier for post-secondary technical education
programs is the mathematics skills and knowledge of entering students. Related
issues that must be triangulated with incoming students’ math levels are (1)
college degree mathematics requirements; (2) specific math needed to support
the technical program content; (3) the content and length of the courses in
which the needed math is typically covered; and (4) restrictions on the length
of the degree or certificate program.
Over the holiday weekend last month, approximately 60
secondary and post-secondary educators, industry representatives and
mathematics education experts convened in Baltimore for an intense three days
defining the issues, specific math skills and knowledge, what is needed for
student success. This gathering was
coordinated by a National Science Foundation Advanced Technological Education
(NSF ATE) funded conference grant (DUE #1737946) award to Hofstra University.
The goal of the project is to define the current needed mathematics for
technician education programs in three advanced technology domains: Advanced
Manufacturing, Biotechnology and Information Technology. A steering committee
with education and industry representatives met to define and invite
appropriate attendees, the overarching needs, the working sessions and group
goals and objectives and overall conference agenda. FLATE is representing the Advanced
Manufacturing domain for education on this committee.
During the conference, participants worked in domain groups
(industry sectors); affinity groups (educators, industry representative,
mathematics education experts); and whole group activities. The conference also heard from an industry
panel about their company and sector technician talent needs and what they
predict their future needs will be. The external evaluator, research associate
and technical writer also participated in the full conference and steering
committee to help keep the group focused on the goals and objectives and to
observe and participate in the various working groups.
Both the individual energy and enthusiasm for the work being
done was honest, sincere and pervasive. Industry representatives were very
engaged and made special note that they were happy to be included to share
their personal and industry sector technician education needs. They were also
very interested in learning more about the formalities of the education system
with respect to defined courses and course content, degrees and degree
structure, and the hierarchies of content.
The conference project leadership and steering committee are
working through the 50+ flip chart pages; sample problem templates, participant
feedback and afterthoughts, notes and recordings So what were some of the first
“take-aways” from the conference? Here are few!
·
Math is still a barrier for some students but it
can be overcome
·
We think we know what math is needed for entry
level technicians in the 3 disciplines
·
We are not sure how and where to teach this needed
math within the educational system
·
Technical program faculty are very willing to
teach needed math in context
·
Partnerships between math and technician
educators and industry should be encouraged
·
It’s unclear that technicians need any “whole
courses” beyond college algebra
·
Industry is very interested in workforce
education and participating in this conversation
·
Workplace applications of basic math are complex
and consequential
·
Gaps between what is taught and what is needed
should be defined
Answers
to some of these questions could cause technician educators to change what and
how they teach and impact the formalized mathematics education courses and
frameworks. All of this is important to
our Florida Engineering Technology degree as well as other technician education
programs in our state. There is
certainly a balance of educating technicians so they are “ready to work”, the
time investment of the education process, the level of theory and background
needed for straight forward mathematics operations that are well defined and
used repeatedly. The steering committee
is continuing its work to compile the information gathered and propose
recommendations and possible strategies.
A white paper/conference proceedings document will be published and will
be available in early June. For more
information about the project, participants, resources and workshop, please
visit the Needed Math website: www.neededmath.org
or contact Dr. Marilyn Barger (barger@fl-ate.org)
.
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