In Canada, maths used to have an important place in the curriculum of
students in the technical college programs. In the recent years, at
least in Quebec, the time allowed to the study of mathematics has been
considerably reduced for this category of students. This working
group will discuss the following questions:
1. Can we provide arguments sustaining the idea that studying maths is
useful for students who wont use them on a daily basis later in their
professional life? What are the (good and bad) consequences of
replacing the study of abstract concepts by the sole development of
skills and knowledge closely related to a particular kind of work?
2. What is a good and a bad use of computers and calculators in a
college level math course? When should we use symbolic languages and
when should they be proscribed? What have we gained by introducing
the use of calculators in statistic courses?
3. How should we deal with the current trend, which consists to reduce
the place of pure mathematical knowledge in the curriculum of the
students who register in education faculties in order to become math
teachers at the secondary and perhaps college level? What
mathematical knowledge is required to teach math at each specific
level?
