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1. that careers in mathematics are only for those with outstanding
In order for change to occur, however, several conditions are necessary. First, there must be an increased focus on the paradigm of problem solving in mathematics and a movement away from the traditional curriculum of drill and practice. Second, there needs to be an effort to provide teachers with professional development concerning the goals of instruction, student learning, and their own beliefs about the mathematical sciences. Third, individuals who have a stake in a child’s development need to help reform the current state of low involvement in the mathematical sciences, especially since p
3. Counselors can facilitate the infusion of career exploration and knowledge of the mathematical sciences into all course content beginning in kindergarten. Encouraging teachers to provide opportunities for students to increase their awareness of potential careers in mathematics can help reduce the biases which students may have about mathematics careers.
(f) European-American women represent 43% of the population but only 10% of all scientists and engineers (North Central Regional Educational Laboratory, 1999).
(e) Native Americans make up .6% of the population but only .5% of all employed scientists and engineers, and
(a) nearly 75% of tomorrow’s jobs will require the use of computers;
2. that various demographic factors (e.g., gender and ethnicity) predetermine mathematics achievement and appropriate career choice. Counselors can intervene in various ways:
2. Counselors can assist teachers to critically examine their relations with students and help them provide opportunities for all students in their mathematics courses (Davenport, 1994). This, in turn, can affect student attitudes toward future careers in the mathematical sciences, as well as students’ beliefs regarding their abilities to achieve in mathematics.
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