Undergraduate Math Curriculum in 21st Century: Dictated by the Job Market?

摘要

We suggest that we translate ‘training’ (which might provoke negative reactions) into ‘providing rich, relevant and diverse opportunities in mathematics and statistics.’ These opportunities could be interesting, imaginative courses providing alternatives to, or enriching standard ways (calculus and linear algebra) of advancing through first-year math curriculum. In this context of ‘flattening the curriculum’ (D. Poole), presenters elaborated on problem-solving opportunities (F. Gourdeau, A. Nahornick), computer programming and using software for math investigations and simulations (C. Buteau, M. Lovric [in education plenary]), a course on ‘modern’ geometry and geometric reasoning (W. Whiteley), a course combining modern and old ideas for students to develop flexible thinking (M. Kondratieva), and a math reasoning course with number theory as context (M. Lovric [in education plenary]).