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MATHEMATICAL PREPARATION OF THE TECHNICAL WORK FORCE: REPORT OF A WORKSHOP
OBSERVATIONS AND REFLECTIONS
Prior to the Workshop, participants were invited to contribute positionpapersthat reflected important issues in technical education that grewout of theirown experiences. Many of their ideas coincided with the four majorthemesdiscussed in the working groups: Tracking, Core Curriculum, StudentNeeds, and Articulation. Some of their thoughts are summarized below.
ON TRACKING
Because of the volatile nature of the workplace and because adolescents ' interests change so dramatically throughout their education, it is a mistake to classify students according to their mathematical skills and aspirations.
– CAROLE LACAMPAGNE
65% of high school students express an interest in attending college, 48% actually enroll, 18% eventually get a four-year degree, but only 9% take advanced mathematics courses in college.
– MARTIN NAHEMOW
We need to consider the consequences of teaching different mathematics in different ways to different groups of students.
– WILLIAM THOMAS
All mathematics is someone's workplace mathematics.
– MARTIN NAHEMOW
ON CORE CURRICULUM
A core curriculum must provide multiple entry points for students; schools must maximize the number of options open to students.
– DIANE SPRESSER
Students in the academic track will need many of the work-specific skills that students in school-to-work mathematics learn.
– WILLIAM THOMAS
Practical applications can be the stepping stone between fundamentals and theory. They give students a reason for putting forth effort.
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OCR for page 19
MATHEMATICAL PREPARATION OF THE TECHNICAL WORK FORCE: REPORT OF A WORKSHOP
OBSERVATIONS AND REFLECTIONS
Prior to the Workshop, participants were invited to contribute position papers that reflected important issues in technical education that grew out of their own experiences. Many of their ideas coincided with the four major themes discussed in the working groups: Tracking, Core Curriculum, Student Needs, and Articulation. Some of their thoughts are summarized below.
ON TRACKING
Because of the volatile nature of the workplace and because adolescents ' interests change so dramatically throughout their education, it is a mistake to classify students according to their mathematical skills and aspirations.
– CAROLE LACAMPAGNE
65% of high school students express an interest in attending college, 48% actually enroll, 18% eventually get a four-year degree, but only 9% take advanced mathematics courses in college.
– MARTIN NAHEMOW
We need to consider the consequences of teaching different mathematics in different ways to different groups of students.
– WILLIAM THOMAS
All mathematics is someone's workplace mathematics.
– MARTIN NAHEMOW
ON CORE CURRICULUM
A core curriculum must provide multiple entry points for students; schools must maximize the number of options open to students.
– DIANE SPRESSER
Students in the academic track will need many of the work-specific skills that students in school-to-work mathematics learn.
– WILLIAM THOMAS
Practical applications can be the stepping stone between fundamentals and theory. They give students a reason for putting forth effort.
– ARLA HUBER
OCR for page 20
MATHEMATICAL PREPARATION OF THE TECHNICAL WORK FORCE: REPORT OF A WORKSHOP
Mathematical techniques must be distinguished from mathematical concepts, number facts from number sense, and algorithmic learning from mathematical modelling.
– PAMELA MATTHEWS
Seldom does one hear a call for more factoring skills or more time learning how to add fractions, yet these skills are still being emphasized in many colleges.
– ELIZABETH TELES
ON STUDENT NEEDS
Millions of jobs exist today that did not exist when the people who hold them were in school.
– CAROLE LACAMPAGNE
The new AMATYC Standards propose for technical programs a rich, hands-on, technology-based, applications-driven curriculum.
– SUSAN WOOD
In today's world the application of knowledge is as essential as the attainment of it.
– PAMELA MATTHEWS
Students thrive in courses where concepts are presented in close proximity to their intended use.
– PATRICK MCCRAY
ON ARTICULATION
Technical mathematics courses need to be structured so they will fit into the requirements of related baccalaureate majors.
– THERESE JONES
Students should learn three things simultaneously: academic disciplines, career awareness, and workplace know-how.
– ARNOLD PACKER
The NCTM process standards (problem-solving, reasoning, communication, and connections) are likely to be strongly echoed in the standards being developed for other subject areas.
– JOSEPH ROSENSTEIN
It is important that I communicate with the vocational and technology teachers in our building so that I can show my students how the mathematics and physics concepts learned in my class become tools to be used in their technology classes.
– JEAN SIMCIC
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