A Cross-Sectional Analysis of Mathematics Education Practices at Canadian Universities

Abstract

In response to international standardized testing, many countries are examining mathematics education at virtually every level of instruction. Canada is no exception. Declines in mathematics scores in some international standardized tests have raised concerns amongst some stakeholders that a “crisis” may be unfolding and the readiness of students to study mathematics in university. These results raise questions about the ways in which students are streamed into university mathematics and the supports provided once they begin their studies. Our focus in this research was university-level mathematics education. To mimic how students, parents, counselors and son on are most likely to seek for mathematics support, we engaged in a web-based examination of departments of mathematics at 62 Canadian universities (including “university colleges”). Our objectives were to examine the types of degrees offered, admission protocols (including types of streaming or placement tests), methods for remedial support, accessibility of online information, mathematics help centers, courses for non-mathematics majors, and access initiatives as a preliminary step in analyzing the broader Canadian landscape in post-secondary mathematics education. Our findings reveal remarkably consistent practices across all institutions. A rethinking of practices may be necessary in order to support those students that appear to be underprepared for post-secondary mathematics.