A descriptive study of the mathematics curriculum for the non-transfer student in Texas two-year institutions

The mathematics curriculum for non-transfer students in Texas two-year institutions was analyzed to provide a description of existing programs. Catalogs of these institutions were analyzed with reference to the non-transfer mathematics courses offered, and with reference to the programs that incorporate the non-transfer courses as a requirement for completion. Syllabi were evaluated to determine course content, and a mathematics instructor from 40 institutions was interviewed concerning calculator and computer usage in the mathematics courses for the non-transfer student.

Mathematics for the non-transfer student appears to be inconsistent in relation to program requirements and course content. Remedial courses include arithmetic, introductory algebra, and intermediate algebra. Technical mathematics courses are a part of the curriculum in most public two-year institutions to meet the needs of expanding vocational/technical programs. There is no common course for the general education component of the mission of the two-year institution, and courses incorporating statistics are not a part of the curriculum for most non-transfer students. Calculator usage is generally left to the discretion of each individual instructor and a dichotomy exists concerning their value. Computer usage for the non-transfer student is primarily tutorials for remedial students.

The vocational/technical programs utilizing these courses show little consistency concerning common courses. Program requirements for similar programs may range from arithmetic to trigonometry from one institution to another.

Recommendations include the continuation of remedial mathematics; a needs assessment of mathematical competencies required in the various vocational/technical programs; the development of a curriculum for the non-transfer student that focuses on problem solving utilizing calculators and computer applications utilizing databases, spreadsheets, and graphic illustrations; and the establishment of minimal mathematical competencies for the associate degree.