Mathematics Graduates Research Articles

Curriculum approaches to strengthening student employability and improving graduate outcomes in the STM disciplines

ABSTRACT In Australia and elsewhere, curriculum improvements are needed to improve the development of Science, Technology and Mathematics (STM) graduates for future work and careers. Several studies document significant STM student attrition, poor graduate preparedness for work, relatively weak employment rates post-graduation, and mismatched expectations of graduate capabilities by employers. The inclusion of work-integrated learning (WIL) activities within curricula can better prepare students for relevant employment by bridging discipline-specific teaching with work practices. Traditionally, access to WIL has been limited for STM Bachelor students and a better understanding of WIL’s benefits and impact is needed to refine and extend STM WIL curricula for different disciplines and cohorts. Through the lens of personal capital resources, this article reports on the perspectives of 34,000 recent Bachelor graduates of Australian STM degrees on their participation in WIL and its impact on their perceived employability and transition to work. Findings indicated differences in engagement in WIL across STM disciplines and underrepresented student groups, yet consistent benefits of WIL on preparedness for work and graduate employment. The study provides valuable insights on gaps in WIL provision and potential ways to improve WIL offerings that support the development of future-capable STM graduates with positive labour market experiences.

Feedback of Employers on the Performance of BS Mathematics Graduates of the College of Science, University of Eastern Philippines

Employers' feedback on the performance of graduates is an essential piece of information that Universities and colleges must consider to determine the relevance and responsiveness of their curriculum, programs, and services. This study aimed to assess employers' satisfaction with the performance of BS Mathematics graduates at the University of Eastern Philippines. It employed a descriptive research design. The questionnaire was adapted from research by Sannadan et al. [1]. Employer respondents were requested to give their assessment of the performance of the graduates and their views on the importance of the attributes for the post held by the graduates. Sixty-eight employers answered the survey form, mainly in the academe. The employers rated and gave feedback on the competency of their employed BS Mathematics graduates. The graduates were perceived to 'Sometimes exceed the employers' required standard' in 86% of the performance attributes. The results showed that the employers involved in this survey are delighted with the competency of the hired employee in the workplace. The performance rating of the nine essential skills and attributes is 3.71, implying that the graduates performed better than the required employer's standard. The University may consider programs to strengthen the students' soft skills through continued linkage and collaboration with partner industries to prepare the students for a more diverse and modern world of work. The University may create a Career and Development Office, Alumni, and Placement to promote an environment that encourages higher acquisition and development of student skills, knowledge, and attitude through a planned, deliberate, and systematic learning process to improve personal and professional effectiveness.

Needs Analysis in English for Moroccan Applied Mathematics Graduate Students at Ibn Zohr University

This study examined the English academic needs of students in the Applied Mathematics in the Science of Engineering (AMSE) master program at the Faculty of Sciences, Ibn Zohr University, Morocco. It aimed at determining the gap between students' language needs and their actual competencies and identifying learners’ perceptions of their linguistic needs and their linguistic difficulties. The study was conducted based on a mixed-methods design approach with multiple data collection instruments. As a research framework, the Dudley-Evans and St John's (1998) needs analysis model was used. The results showed that participants attach different values to the importance and competence of macro- and micro-language skills. Students and teachers placed a high value on grammatical knowledge. Students valued grammar, speaking, and writing highly, while subject matter teachers valued grammar, speaking, and writing highly, but listening and pronunciation skills were valued as less important. The study showed that learners' English proficiency level is average. Their average English levels then influenced their academic achievement. Based on the aforementioned results, the researchers proposed that syllabus designers should address the macro- and micro-skills regarding academic studies when developing and redesigning course syllabus and its objectives in the ESP context.

Mathematics Graduate Students’ Teacher Identity Development: Examining Roles Within the Teaching Assistant Position

Mathematics Graduate Students’ Teacher Identity Development: Examining Roles Within the Teaching Assistant Position

Hurdles and Challenges Perceived by Women Scientists in India

Women constitute a high percentage of Science, Technology, Engineering, and Mathematics (STEM) graduates in India but this is not well reflected at the professional level. It is believed that women face numerous challenges, affecting not only their choice of STEM as a career but also their professional and personal lives. Thus, it is essential to understand the underlying causes. The study aims to explore the hurdles faced by women in CSIR laboratories. A primary survey, using questionnaires, was conducted to gain a realistic and holistic view of their experiences of working and the differences they come across in the work environment compared to the other gender. Data was collected from 582 women scientists, technical staff, and students. The survey explored the role of personal, institutional, and social factors responsible for promotions/ hindrances in the scientific career. Analyses were conducted using both quantitative and qualitative data. Insights and suggestions were also sought from the respondents to enhance further understanding and remedial measures. Suitable policies could be framed based on the recommendations for gender equality in STEM.

AN EMPLOYABILITY TRACER STUDY OF SECONDARY EDUCATION –MATHEMATICS GRADUATES FROM 2022 TO 2023

This graduate tracer study investigated the employment outcomes and career trajectories of graduates from the Bachelor of Secondary Education Major in Mathematics program at Kapalong College of Agriculture, Sciences, and Technology during the academic years 2022 to 2023. The study, based on survey responses from all 49 graduates, explored demographic characteristics, employment status, income levels, relevance of education to employment, work attitudes, and skills development. Findings revealed that most graduates were female, single, and aged between 20 to 25 years. While most graduates were employed, a significant portion remained unemployed, with a notable percentage engaged in non-teaching roles. Despite this, a substantial proportion of graduates found their college degree highly relevant to their current work. The study indicated a high level of work attitude among graduates and underscored the institutions provision of quality education and effective skills development. The employment rate stood at 73.5%, indicating a favorable outcome for many graduates. However, recommendations were proposed to address areas of concern, including the establishment of a graduate employability coordinator, offering training for graduates in non-teaching roles, enhancing technical and entrepreneurial skills through specialized workshops and partnerships, and strengthening industry partnerships to expedite job placement. Overall, the study highlighted the strengths and areas for improvement in preparing mathematics graduates for the workforce, providing valuable insights for the institution to enhance its support for graduates career development. KEYWORDS: Tracer Study, Mathematics Graduates, Teacher Education

Authenticity in Learning, Teaching and Assessment

Mathematics graduates traditionally are recognised for their problem solving, critical thinking, and analytic skills. However, the methods often used to hone these skills at university are often abstract and decontextualized. This can often create a disconnect between expected capabilities of a mathematics graduate from employers and the actual problem-solving skills required in their career. In this case-study we will outline how the programme team has developed our approach to authentic learning and authentic problems to bridge this gap and ensure graduates are prepared for the workforce.

Gender pay gaps across STEM fields of study

ABSTRACT Gender pay gaps in earnings are well-documented in the literature. However, new factors contributing to women’s lower earnings have emerged and remain under-researched. Educational choices are among them. We use a rich administrative dataset from Poland, a Central Eastern European country with high tertiary education enrolment and high female employment rates among young women, to study gender pay gaps among tertiary education graduates with degrees in different fields of study while paying particular attention to STEM fields graduates (science, technology, engineering, and mathematics). We find that already in the first year after graduation, women earn over 20% less than men. This gap widens over time. We also find significant variation across different STEM fields both in the size of the gender pay gap and in how it changes over time. The gap is the largest among mathematics graduates, at over 25%; while it does not exceed 3% among chemical and Earth sciences graduates. As these differences narrow only slightly within the first four years of graduates’ working careers, policymakers’ efforts to increase the number of women earning STEM degrees may not be enough to achieve gender pay equality.

Cross-curriculum Teaching and Learning in the Secondary School: Geography, History, Religious Education and Mathematics in Kenya’s Competency Based Curriculum

Inadequate learners’ engagement in Geography, History, Religious Education, and Mathematics (GHREM) can lead to a lack of knowledge and appreciation for the importance of these learning areas in various careers. This has the potential to have far-reaching implications for a country’s need for well-educated graduates in Geography, History, Religious Education, and Mathematics to ensure socioeconomic, cultural, and political development. The implication is that there will be a lack of personnel to take up a career in these learning areas in the future. This study looked into the importance of GHREM in the National Curriculum as well as their relationship. The study relied on library research and a qualitative research design to examine published articles related to the research objectives from 1945 to 2023. From the over 100 articles accessed, this investigation purposefully sampled 25 published articles. Content analysis was used to validate the articles. Data was collected through documentation and analyzed through content analysis. The analysis of 25 related articles revealed that the GHREM learning areas are interconnected and interdependent. Geography teaches learners about their surroundings and helps them understand them. History helps learners understand the evolution of various human endeavors. Religious education helps learners understand various religions and their practices while also promoting tolerance and respect for diversity, as well as ethical and moral behavior. Mathematics introduces learners to concepts such as numbers, algebra, geometry, and statistics, while also encouraging abstract thinking and problem-solving abilities. These learning areas are related because they are all required for learners to understand and interpret their surroundings, as well as to succeed in a variety of careers. Overall, each learning area helps to develop a well-rounded education that prepares learners for careers and beyond. According to the study’s findings, these learning areas should be integrated across the curriculum.

Women in STEM graduate education: Case of the German excellence initiative

AbstractAre public policies effective in enhancing gender balance in science, technology, engineering, and mathematics (STEM) graduate education? Although the literature is rich in studies that prescribe micro‐level interventions to promote gender balance in specific STEM areas or institutions, there are surprisingly few studies that quantitatively evaluate existing macro‐level policies. Using Germany's Excellence Initiative as an event study, I analyse changes in cohorts of doctorate recipients in STEM fields and investigate whether the Excellence Initiative's graduate school line of funding, which is a large‐scale public policy that aimed to create and sustain STEM graduate programs, also succeeded to increase women's share among STEM doctorate recipients. Assessing difference‐in‐differences in natural sciences and mathematics doctorate recipients between 2000 and 2014, I find no statistically significant evidence that the Excellence Initiative led to any significant increase in women's participation in STEM studies beyond already existing trends in these fields. I find, however, significant differences between funded and non‐funded STEM graduate programs in their rate of internationalization, which was another major policy target of the Excellence Initiative.

Simulation-based mathematical learning for higher education students from heterogeneous backgrounds

ABSTRACT This paper explores the use of simulation-based training for mathematical learning in undergraduate and graduate mathematics, science, and engineering courses. Simulation-based training offers the advantages of active learning and inquiry-based learning techniques. Furthermore, it provides extensive flexibility, ranging from user-level usage of simulations to the modification or creation of new possibilities by the student, thus engaging different cognitive levels to achieve the learning objectives. This is particularly interesting in groups consisting of students from diverse backgrounds and levels, due to factors such as their international origin or varying prior education, especially in interdisciplinary Master’s degree programmes. Additionally, in online or blended environments (which have become widespread during the last years), simulation-based learning has the advantage of granting students a certain degree of autonomy, which can, to some extent, compensate for the absence of the instructor’s physical presence.

Performance and Teaching Strategies of BSEd Mathematics Graduates in a State University, Region III, Philippines

This quantitative descriptive-correlational research study aimed to determine the teaching strategies and performance of the Bachelor of Secondary Education – Mathematics Graduates at a state university in Region III. In gathering the data, the researchers used two survey questionnaires as the research instruments from 20 BSE Mathematics graduates, 300 students, 60 mathematics co-teachers, and 20 supervisors. The study found that the graduates of BSEd Mathematics are typically females, young adults who have been in teaching service for more than five years with an academic rank of Teacher I and are currently taking their doctorates. These mathematics graduates have always used teaching strategies, namely, experiential learning, student-led classroom, project-based learning, inquiry-based learning, differentiated instruction, and cooperative learning, which are believed to be effective in teaching mathematics. The study also found that these mathematics graduates have an outstanding performance in teaching mathematics in terms of commitment, knowledge of the subject, teaching for independent learning, and management of learning. A significant and strong positive relationship was also identified between teaching strategies and teaching performance, emphasizing the critical role of strategic teaching methods in improving educational outcomes. Based on these findings, it is recommended that future and current mathematics teachers adopt various teaching strategies to enhance student engagement, critical thinking, and understanding through diverse and interactive activities. Further research should explore specific teaching strategies that most effectively enhance teaching performance, providing deeper insights into best practices for mathematics education.

Towards the Integration of Artificial Intelligence in Higher Education, Challenges and Opportunities: The African Context, a Case of Zimbabwe.

This paper seeks to address the challenges of underdevelopment bedeviling the African continent in general and Zimbabwe in particular on the integration of Artificial Intelligence (AI) in higher education. Universities in Africa have over the years produced many graduates in Science, Technology, Engineering, and Mathematics (STEM) related learning areas but continue to grapple with underdevelopment both economically and intellectually. Part of the problem has been identified as a lack of quality in the education system that is not able to produce graduates with adequate 21st-century skills for the achievement of the Sustainable Development Goals (SDGs) to fulfil the Global Agenda 2030. Achieving this is possible if Africa moves a step forward and embraces modern technologies like the integration of AI in her education system. A technologically astute graduate would be able to apply their knowledge in achieving the much-needed sustainable economic development. This article highlights how the implementation of AI in higher education can foster a turnaround in Africa’s education systems and lead to industrialisation and innovation. Pivotal aspects of AI like the Turing machine test, cloud computing, big data, and machine learning are explored in an attempt to add value to the current education discourse. This study is situated in the interpretive paradigm, the qualitative approach was employed to gather data using several methods like e-questionnaires (open-ended), document analysis, and review of journals and other academic publications. Purposive sampling of STEM educators from a renowned university in Zimbabwe was undertaken to gather information on the ground and the data was thematically analysed. The article argues that Africa has the potential to be a leader in Industrialization and commerce should the continent fully embrace AI in higher education.

Employability of Mathematics Majors from a State University’s Bachelor of Secondary Education Program

This study traced the employability of Bachelor of Secondary Education, Major in Mathematics Graduates of a Philippine state university. One hundred respondents were surveyed using a questionnaire distributed via Google Forms, patterned after the Commission on Higher Education's (CHED) standardized form. The descriptive research design was employed to assess the employment status of the graduates. Among the respondents, 47% are currently employed in government, 34% in private organizations, and 42% are teachers. Additionally, 46% hold permanent positions with an average salary between 20,000 and 30,000 PHP. The study recommends enhancing students' skills in Mathematics, encouraging continuous education to improve their ranking, and seeking diverse job experiences to broaden career opportunities.

Teachers Retention and Recruitment in Rural Areas in Tanzania: A Narrative Review Based on the Chinese Experience

A narrative review of the literature on the practices of teacher recruitment and retention in rural China, with an emphasis on identifying the tactics employed to do so, served as the basis for this qualitative study. It then showed Tanzania how similar strategies may be applied to guarantee the successful recruitment and retention of Math and Science teachers in rural areas. The study found that while China's position is not as dire as Tanzania's, especially for teachers of science and math, both countries struggle with teacher recruitment and retention in rural areas. This results from the several strategies China has implemented to ensure successful teacher recruitment and retention in both rural and urban areas. Nonetheless, the study has demonstrated that Tanzania, like other Sub-Saharan African nations, lacks a strong framework for teacher policies that connects teacher recruitment and retention. Additionally, Science and Math teachers in Tanzania are not motivated, which leads to a teacher shortage in rural and remote areas. The study, thus, recommends that Tanzania should learn from China through the following; - Firstly, development of policies related to rewards and incentives and, an increase in salary and promotions for science and mathematics teachers recruited in rural areas. Secondly, creating huge investments in urbanizing rural areas to attract and retain afresh employed science and mathematics teachers. Thirdly, the development of teacher exchange and rotation policy. Fourthly, encouraging more gifted form six graduates in science and mathematics to work as teachers in remote regions and providing them with free access to both online and offline higher education. In this regard Tanzania will be able to comprehend the 2030 World Education for Sustainable Development, the SDGs of the UN, the African Union objectives of 2063, and Tanzania Vision 2025. Ultimately, the study concludes that, despite Tanzania's potential to learn from China, several challenges and considerations must be taken into account. These include the need for robust data collection and monitoring systems to assess the impact of adaptive interventions, as well as the importance of engaging local communities and stakeholders in the design and implementation of relevant strategies. Additionally, is essential to recognize the cultural and contextual differences between China and Tanzania, and to adapt strategies in a way that aligns with the unique needs and realities of the Tanzanian education system. This may include considering factors such as community engagement, and local governance structures in the development of adaptive interventions. To carry out frequent orientations for recently employed science and math teachers in rural schools. To establish science and technology centers, agricultural research facilities and environmental conservation projects in rural areas that encourage teachers to engage and advance knowledge in their profession. Resources that are currently spent to train more arts teachers could instead be allocated to training more math and science teachers. Creation of an online learning environment for math and science teachers that links teachers in rural and urban schools for knowledge sharing.

Tracer Study of Bachelor of Science in Mathematics Graduates: Unveiling Career Trajectories

Tracer Study of Bachelor of Science in Mathematics Graduates: Unveiling Career Trajectories

Supporting STEM graduate students in strengthening their professional identity through an authentic interdisciplinary partnership

PurposeHistorically, graduate education’s goal was to prepare academics; now most science, technology, engineering and/or mathematics (STEM) graduate students (GSs) go on to nonacademic careers. STEM GSs must be equipped for success regardless of career aspirations, which can be done by strengthening GSs’ professional identities. This study aims to explore an interdisciplinary partnership designed to strengthen STEM GS professional identity.Design/methodology/approachThe STEM Partnership Project (SPP), asked STEM GSs to serve as disciplinary experts and teach STEM content to elementary teacher candidates (TCs) so the TCs could design and teach an elementary science lesson. GSs also enrolled in a one-credit course to support SPP participation and activities. Over five semesters, the authors collected data from 28 STEM GSs across different disciplines and degree programs in the form of course assignments, surveys and interviews.FindingsThe SPP supported the development of a professional identity by having GSs serve as and feel like experts; increasing GSs’ sense of belonging in their field; increasing GSs’ self-confidence that they could (learn to) teach a wide variety of audiences; and raising GSs’ awareness of their ability to serve others via their field.Originality/valueThe SPP’s outcomes were consistent across STEM disciplines, did not require GSs to take on large amounts of coursework, nor did it cost much beyond materials for the various lessons. Furthermore, the key components that strengthened GSs’ professional identities could be adapted for different contexts and institutions.

STEM education in England: questioning the “leaky pipeline” metaphor

PurposeThe skillsets of science, technology, engineering and mathematics (STEM) graduates are widely recognised to be important for economic prosperity. At the same time, it is broadly accepted that in England there is a need to increase the number of people studying STEM degree courses and working in STEM. However, despite decades of interventions post-16, STEM participation rates remain lower than projected requirements. Some research reports suggest a lack of positive attitudes towards these subjects and aspirations amongst some social groups. As these debates continue, official reports such as those released by the Department for Education show these patterns from the labour market and higher education (HE) extend to both attainment and participation in science and math in school.Design/methodology/approachIn this paper, the authors summarise the authors' findings from the analysis of official reports, policy documents and major research reports focussing on attainment in school science and math and post-compulsory STEM participation.FindingsThe authors identify the problematic ways in which STEM subject choices are made across the student life cycle and then discuss how the leaky pipeline metaphor can be ambiguous and needs to be used with caution.Research limitations/implicationsSome aspects identified here warrant further research and will be of particular interest to researchers, practitioners and policymakers.Originality/valueIn this new report, the authors identify the problematic ways in which STEM subject choices are made across the student life cycle in England and then discuss how the leaky pipeline metaphor can be ambiguous and needs to be used with caution.

Challenges for Deaf Students in Mathematics Graduate School

Challenges for Deaf Students in Mathematics Graduate School

Reflecting on Professional Development Opportunities: Links Between Conceptions of Mathematics Graduate Teaching Assistants and Their Self-Efficacy

This study examines the perceptions of first-year, mathematics graduate teaching assistants (GTAs) participating in a six-week summer course designed to deepen their knowledge of collegiate mathematics teaching practices before being assigned to instruct undergraduate students in the subsequent fall semester. Through hybrid deductive-inductive thematic analysis, GTAs’ written reflections were analyzed and matched against changes in their self-efficacy assessed along two conceptual dimensions: self-improvement and stimulation of student learning. Results suggest that GTAs’ conceptualization of teaching practice informs changes in self-efficacy along both conceptual dimensions, with efficacy in self-improvement changing more than that of their ability to stimulate student learning. Therefore, the strength of the efficacy changes may be moderated by features of the professional development course. We explore defining features of the professional development course employed in this study, describing implications for the education and development of novice collegiate mathematics instructors, and the potential to optimize change along both conceptual dimensions of self-efficacy.