Reimagining Authentic Mathematical Experiences for Non-STEM Majors

• In Event: 64.034 - Reimagining the M in STEM: Mathematical Actions for Innovative, Resilient, and Culturally Rich Communities

Abstract

Purpose: University mathematics departments have a substantial teaching mission, but the number of mathematics majors tends to be relatively small. Take for example, one of the larger institutions in Canada: over 3000 students are enrolled in first year mathematics courses with about half of these students enrolled in non-STEM-related majors. In contrast, graduating classes of mathematics majors remains around 100 students. In spite of these numbers first year university mathematics courses tend to be designed for students in pure mathematics and STEM-related majors. The purpose of our research is to explore how mathematicians might reimagine university mathematics to address the interests and backgrounds of students, especially those in non-STEM-related majors.

Perspectives: Pure mathematicians tend to take on faith that it is good for students to appreciate mathematics as mathematicians do, through the “rigorous standards of mathematical proof” (Yusof and Tall, 1998, p. 67). However, studies indicate that students view mathematics more favourably if presented through diverse cultural and historical lenses (Applebaum et al., 2009). Similarly, “real world” applications allow students to see how their knowledge can contribute to discussions and actions for improving local and global issues (Tseng et al., 2013). In other words, research indicates that students are particularly receptive to mathematics presented in context (Lew et al., 2014).

Methods: We engaged in a community of inquiry (Jaworski, 2008, 2009) of mathematics faculty members at three Canadian post-secondary institutions, along with a director of an international STEM research centre. The institutions vary widely in size, mission, and student body. Online meetings and follow-up email discussions were recorded and transcribed. In meetings and discussions, we examined what authentic mathematical experiences might look like in university mathematics “service” courses. Here, we took “authentic” not to mean “authentic from the point of view of the instructor”, but “authentic from the point of view of the student, especially the non-STEM student.”

Results and Significance: We conclude that this kind of authenticity requires us to interrogate the role of mathematics in the academy and position of mathematicians in classrooms. In particular, for non-STEM students, mathematics can play a role that is less foundational and more inspirational.

We illustrate how these conclusions can be instantiated in the classroom. In one example, a Precalculus for Business course is framed in the context of social justice, and mathematics is used to examine issues of inequity. Another example pairs a lesson on Indigenous beadwork with a lesson on least common multiples, with the “pairing” being deliberate. By being invited to “own” the mathematics, students are persuaded to appreciate it.

Finally, we argue that the community of inquiry itself is valuable. Understandably, it is difficult for working mathematicians to decenter mathematics and a mathematical point of view. We identify how critical dialogue is useful for both developing mathematicians’ teaching philosophies and activities for re-imagining mathematics in their classrooms.

Authors

• Vanessa Radzimski, The University of British Columbia

• Fok-Shuen Leung, The University of British Columbia

• Edward Doolittle, First Nations University of Canada

• Merrilyn E. Goos, University of Limerick