Rethinking what is valuable in mathematics and statistics education

Abstract

The current rapid development of generative AI is creating an existential crisis in mathematics and statistics education similar to the one in which the electronic calculator replaced the slide rule and logarithm tables. If everything that we teach in undergraduate mathematics and statistics can be done by the average smartphone, then why are we teaching it? As a part of a larger study into educators’ opinions on how mathematics and statistics should be taught and assessed, we asked them what students should gain from their studies in the subject. In this paper we use thematic analysis to analyse the responses. Four primary themes emerged from the interview data, namely content mastery, mathematical thinking, mathematical communication and appreciation of mathematics and statistics. Content mastery was divided into two sub-themes of computational mastery and conceptual understanding. These are discussed in light of the development of generative AI and the current practices of teaching mathematics and statistics. We suggest a refocusing of mathematics and statistics education to place more explicit emphasis on the conceptual and higher thinking aspects of courses and begin a discussion of how this could be achieved within the time constraints faced by educators.