Calculus Renewal and the World of Work

  • Paul Davis
Chapter

Abstract

By one sort of reckoning, 99.9% of calculus students are not deeply devoted to mathematics: Only 1 of each 1000 students who enter the hallowed halls of calculus will ever be ordained with a Ph.D. in mathematics. Accepting a lower level of holy orders as representing true devotion improves the ratios only slightly: Just 0.5% of calculus students will earn either a master’s or a doctorate in mathematics. Even if mere acolyte status—declaring an undergraduate major in mathematics—represents an adequate profession of faith, fully 93% of calculus students still remain in outer darkness.

Keywords

Mathematical Association Undergraduate Major National Research Council Report8 Mathematical Training Calculus Student 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. 1.
    P. W Davis, J. W Maxwell, and K. M. Remick, “1997 AMS-IMS-MAA Annual Survey (Second report),” Notices of the American Mathematical Society 45 (9) (1998): 1158–1171.Google Scholar
  2. 2.
    Society for Industrial and Applied Mathematics, The SIAM Report on Mathematics in Industry (SIAM, Philadelphia, 1998) Table 16, p. 31. Available at http://www.siam.org/mii/miihome.htm.Google Scholar
  3. 3.
    P. Lax, “On the Teaching of Calculus,” in R. G. Douglas (ed.), Toward a Lean and Lively Cakulus, MAA Notes #6 (Mathematical Association of America, Washington, DC, 1986 ) 69–72.Google Scholar
  4. 4.
    L. A. Steen, “Twenty Questions for Calculus Reformers,” in R. G. Douglas (ed.), Toward a Lean and Lively Calculus, MAA Notes #6 (Mathematical Association of America, Washington, DC, 1986 ) 157–166.Google Scholar
  5. 5.
    R. B. Davis et al.,“Report of the Methods Workshop”, in R. G. Douglas (ed.), Toward a Lean and Lively Calculus,MAA Notes #6 (Mathematical Association of America, Washington, DC, 1986), xv-xxi.Google Scholar
  6. 6.
    H. Pollak, The Algebra Initiative Colloquium, C. B. Lacampagne, W Blair, and J. Kaput (eds.), US Department of Education, Office of Educational Research and Improvement, National Institute on Student Achievement, Curriculum, and Assessment ( Government Printing Office, Washington, DC, 1995 ).Google Scholar
  7. 7.
    B. McMillan, “Applied Mathematics in Engineering,” in U. Dudley (ed.), Readings for Cakulus, v. 5, MAA Notes Volume 31 ( Mathematical Association of America, Washington, DC, 1993 ) 150–155.Google Scholar
  8. 8.
    National Research Council, Computing Professionals: Changing Needs for the 1990s,Steering Committee on Human Resources in Computer Science and Technology, Computer Science and Telecommunications Board (National Academy Press, Washington, DC, 1993), p. 42 ff.Google Scholar
  9. 9.
    R Freeman and W Aspray, The Supply of Information Technology Workers in the United States ( Computing Research Association, Washington, DC, 1999 ).Google Scholar
  10. 10.
    W L. Hansen, “Report of the Commission on Graduate Education in Economics,” Journal of Economic Literature 24(1991):1035–1053; “The Education and Training of Economics Docto-rates,” Journal of Economic Literature 24 (1991): 1054–1087.Google Scholar
  11. 11.
    B. S. Bamow, J. Trutko, and R. Lerman, Skill Mismatches and Worker Shortages.- The Problem and Appropriate Responses, 25 February 1998 draft final report to the U.S. Department of Labor ( The Urban Institute, Washington, DC ), p. 45.Google Scholar
  12. 12.
    Help Wanted: The IT Workforce Gap at the Dawn of a New Century (Information Technology Association of America, Washington, DC, 1998). [See the careful review of this report in Ref 11.]Google Scholar
  13. 13.
    Mathematical Association of America, Career Profiles,http://www.maa.org/careers/index.html.Google Scholar
  14. 14.
    American Mathematical Society-Mathematical Association of America-Society for Industrial and Applied Mathematics Project for Nonacademic Employment, Mathematical Sciences Career Information,http://www.ams.org/careers/. [Provides a variety of information about nonacademic employment, including a few profiles of mathematicians working in industry.]Google Scholar
  15. 15.
    U. Dudley, “Is Mathematics Necessary?” The College Mathematics Journal, 28 (5) 1997: 364.CrossRefGoogle Scholar
  16. 16.
    P. W Davis, “Asking Good Questions about Differential Equations,” The College Mathematics Journal, 25 (5) (1994): 394–400.CrossRefGoogle Scholar
  17. The American Heritage Dictionary of the English Language, Third Edition ( Houghton Mifflin, New York, 1992 ).Google Scholar

Copyright information

© Springer Science+Business Media New York 2000

Authors and Affiliations

  • Paul Davis

There are no affiliations available

Personalised recommendations