First Year Math Courses in Canada
About the Repository
The First Year Mathematics Courses Repository is a resource supporting an ongoing national dialogue about teaching first year mathematics at Canadian universities. This shareable dynamic online database contains extensive data collected from mathematics instructors across the country. Data includes course content, resource and technology used, learning outcomes, modes of delivery, connections with other courses, as well as informal descriptions of various practices in teaching these courses.
It is our hope that instructors (i.e., our contacts at all participating universities, or their colleagues) will keep the database up to date, as well as provide missing, and additional information.
The main purpose of the First Year Mathematics Courses Repository is to provide an open, organized and comprehensive resource of information about first-year mathematics courses at Canadian Universities. We hope to enrich the content as we move along. For instance, we will include a searchable list of academic publications on related topics, as well as a list of contacts, reports, and other useful information generated at our conference from 27-29 April 2018 at the Fields Institute.
First Year University Mathematics Across Canada: Facts, Community and Vision, 27-29 April 2018
We believe that only by sharing experiences, gathering data, and looking at research-based decisions and strategies, our mathematical teaching community can come up with ideas and initiatives for university faculty and instructors to restructure their programs and to respond to the demands that the realities of today’s living place on us and our students.
It is our belief that the contacts at a national level (such as the Mathematics Education Session at the CMS conference in Waterloo in December 2017, and the First Year Conference in April 2018 at the Fields Institute) will connect, and unite Canadian teaching and research faculty in their efforts to provide the best, and most adequate, post-secondary math education possible, and will provide a forum for all involved to learn about the complexity of issues related to teaching mathematics. We see the national dialogue as an ongoing process that will keep us all connected and strengthen our community.