Post-secondary education in mathematics will enable any student, regardless of their chosen program of study, to develop the mathematical knowledge and skills necessary for productive engagement in society and in the workplace.
TPSE Math will facilitate an inclusive movement to strengthen post-secondary education in mathematics by working closely with--and mobilizing when necessary--faculty leaders, university administrations, membership associations, and relevant disciplinary societies in the pursuit of mathematically rich and relevant education for all students, whatever their chosen field of study.
TPSE Math will identify innovative practices where they exist, advocate for innovation where they do not, and work with and through partners to implement and scale effective practices, striving throughout to ensure that students and society are enriched by the power and beauty of mathematics.
Spur innovation to develop pathways at 2- and 4-year institutions and universities and in the transition space between high school and higher education that broaden mathematics content to include topics from data science, statistics, quantitative literacy, and basic programming, ensuring that course sequences seamlessly and equitably lead to careers and to further study in STEM fields and across other disciplines.
Enhancing upper-division curricula & experiences – and expanding access to them – responding to evolving career demands, developments in mathematics research, opportunities in cross-disciplinary areas, and needs of students from other disciplines.
Expand curricular and co-curricular preparation of graduate students for teaching positions as well as business, industry and government careers. Expand access to and success in graduate programs for those from groups historically underserved by the mathematics community, including women and people of color.
Teaching Strategies and Practices
Improve the teaching and learning of post-secondary mathematics by increasing the adoption of innovative, equitable, research-based pedagogies in both remote and in-person instruction, including the appropriate use of technologies.
TPSE Math stands in solidarity with those protesting the systemic racism that has plagued our nation since its founding. The brutal killings of George Floyd and so many others by law enforcement officers have unleashed a torrent of emotions that we must now channel into fundamental change in our society, including change in the policies and practices of academia and, in particular, mathematics.
TPSE Math was formed to serve as a catalyst for change in our discipline, including significantly greater inclusion and embrace of Blacks and other historically underserved groups. For too long, too many in our community have acted as if addressing the lack of diversity in the mathematics profession was the special responsibility of those groups poorly represented within it. Indeed, it has fallen to the HBCUs and professional associations, including the National Association of Mathematicians (NAM), the Society for Advancement of Chicanos/Hispanics & Native Americans in Science (SACNAS) and the Association of Women in Mathematics (AWM), to be the primary sources of much of the diversity that now exists in mathematics-dependent professions.
As an organization, we pledge to learn from—and work more closely with—these pioneering institutions and organizations. Furthermore, in keeping with TPSE’s founding purpose, we pledge to identify the most promising practices for addressing the underrepresentation of minority and racialized communities in mathematics, to facilitate the emulation or adaptation of these practices, and to spur innovation aimed at creating a
more inclusive and diverse community of mathematicians.
As individuals, we vow to redouble our personal efforts to dismantle systems of injustice wherever they exist within our institutions of higher education, our mathematics departments, and our classrooms.
Transforming Post-Secondary Education in Mathematics (TPSE) was founded in 2014 with a mission to effect constructive change across post-secondary education in mathematics by identifying challenges and working across institutional and organizational boundaries to find and disseminate solutions. The formation of TPSE was triggered by major changes in the field of mathematics itself, by demands on the field from other STEM and non-STEM departments, and by economic pressures and technological changes throughout higher education. Concerns with the demand for stronger quantitative skills of graduates in the workforce led to a gathering at Carnegie Corporation of New York (CCNY) of a small group from the mathematics community, from higher education more broadly, and from outside mathematics. This meeting led directly to the formation of TPSE, which received initial funding from CCNY and the Alfred P. Sloan Foundation. The members of the initial action team are Phillip Griffiths, Uri Treisman, Eric Friedlander and Mark Green.
From information gathered at the regional meetings, TPSE identified a strong consensus in the mathematics community about how these pressing issues might be addressed, and in fact are being addressed by many leaders across the country. In planning for action, TPSE engaged the consulting firm Parthenon EY, which gathered and synthesized opinions and experiences of mathematicians, math educators, federal and state agencies, funders, and others involved with building the strength of post-secondary education in mathematics.
TPSE has created and convened a diverse and representative Mathematics Action Group (MAG) consisting of department chairs and several outside stakeholders. This core group is envisioned as a key action and communication partner, both advising TPSE on “grass roots” issues at the departmental level and receiving advice on potentially valuable models. The work of the MAG focuses on four priorities; Lower-Division Pathways, Upper-Division Pathways, Teaching Strategies & Practices and Graduate Education.