## Articulating, Coordinating, Communicating

## Steps to Improved Mathematics Education

- How do employers and educators communicate with each other about
expectations for mathematics education? What means are most effective?
What more needs to be done?

- What do teachers, parents, counselors, and students know about
the mathematical capabilities that employers and colleges expect?

- What mathematical skills do employees really use? What do
employers understand about how mathematics is used in the work place?
What do educators understand about the mathematical expectations of work?

- What are the differences between the mathematics required for
entry level jobs and the mathematics required for advancement in a career?

- How should employers ensure that their employment tests match the
mathematical requirements of jobs?

- What can be done to help students, parents, teachers, and
counselors better understand the role of mathematical thinking in future
careers?

*For responses to these questions from a
Roundtable held on February 15, 1996 at Seattle Central Community
College, move to the Next Page.*

*To add your voice to this discussion, e-mail comments, letters, and op-ed
articles to: *`extend@stolaf.edu` or click
here
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*Last Update: *02/21/96