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
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: firstname.lastname@example.org or click
if your Web browser is set up for e-mail.
| Home Page |
Previous Page |
Topic Page |
Next Page |
Next Topic |
Last Update: 02/21/96