Making Mathematics Relevant: An Examination of Student Interest in Mathematics, Interest in STEM Careers, and Perceived Relevance

Community college students face difficulties in mathematics courses and may not understand the relevance of the topics they are learning to their intended career. When such connections are not made, mathematics courses can become barriers to pursuit of careers in Science, Technology, Engineering, an...

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Bibliographic Details
Published in:International Journal of Research in Undergraduate Mathematics Education 2022-10, Vol.8 (3), p.612-641
Main Authors: Leyva, Elizabeth, Walkington, Candace, Perera, Harsha, Bernacki, Matthew
Format: Article
Language:English
Subjects:
Career Development
Colleges & universities
Knowledge Level
Mathematical analysis
Mathematics
Mathematics Education
Relevance (Education)
STEM Education
STEM professions
Student Attitudes
Student Interests
Students
Technical education
Two Year College Students
Vocational Interests
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Summary:Community college students face difficulties in mathematics courses and may not understand the relevance of the topics they are learning to their intended career. When such connections are not made, mathematics courses can become barriers to pursuit of careers in Science, Technology, Engineering, and Mathematics (STEM). In the present study, we assessed student interest in mathematics and various STEM career areas and students' knowledge of ways mathematics was involved in STEM careers in order to better understand how these variables are related. We discovered that interest in mathematics predicted interest in many, but not all, categories of STEM and STEM-related careers. We also assessed how deeply the student was engaged with their current career pathway, and how this related to other variables. We found that students' depth of interest in their chosen career path was only associated with mathematics interest for some STEM careers. Finally, students' perceptions of how mathematics was used in their chosen career area predicted their interest in mathematics, and their interest in some STEM career areas.
ISSN:2198-9745
2198-9753
DOI:10.1007/s40753-021-00159-4