Conclusion
It is clear that the pre-eminent position of mathematics has been challenged, particularly in Western countries. Its position has been taken over by computing and computer-based technology. Fewer students are studying mathematics at higher levels in secondary schools, due to competition for time in the secondary curriculum. Fewer students are studying mathematics as a major at tertiary level. However the numbers studying some mathematics as part of a degree continues to increase, especially statistics and mathematical computing.
Universities are reacting to this in several ways. Some continue to define mathematics as a discipline associated with proof and analysis, some have moved to more applied areas of statistics, operations research and financial mathematics, some teach mathematics as a service subject to other disciplines. In all of these areas, university mathematicians find their students have changed.
Reactions to changes include: bridging courses, more interaction with secondary teachers, changes in curriculum at first year tertiary level, and support for students with difficulties. Perhaps it is time to stop reacting and being more proactive in the transition to mathematics curriculum at tertiary level.
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Wood, L. (2001). The Secondary-tertiary Interface. In: Holton, D., Artigue, M., Kirchgräber, U., Hillel, J., Niss, M., Schoenfeld, A. (eds) The Teaching and Learning of Mathematics at University Level. New ICMI Study Series, vol 7. Springer, Dordrecht. https://doi.org/10.1007/0-306-47231-7_9
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