EXTEND: Articulating, Coordinating, Communicating

Articulating, Coordinating, Communicating

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.