Bovenstaande video komt uit deze NCTM-actie uit 2022.

Our students need mathematics to make sense of their world and increase their opportunities. As teachers, administrators, and education leaders, each and every student is counting on us, our policies, and our practices to support them, support their learning, and develop them as doers of mathematics.

NCTM has embarked on a comprehensive look at mathematics education from K-12. This involved administrators, higher education faculty, educators, and leaders in mathematics education. The results of this work address policies, practices, and issues and include practical recommendations to help create positive change.

NCTM’s Catalyzing Change series looks to help you engage in critical conversations and create positive change.

There is concern about the low numbers and diversity of young people choosing careers and study subjects in science, technology, engineering and maths (STEM) at university and beyond. Many interventions aimed at addressing this issue have focused on young people aged 14+ years old. However, these interventions have resulted in little improvement in the numbers and diversity of young people progressing into STEM careers. The aim of this study is to ask “What are the affordances of a Theory of Change (ToC) for increasing the diversity and number of young people choosing a career in STEM post-18?” An innovative ToC is introduced which provides the theoretical underpinnings and context for the complex mix of interventions necessary to lead to a significant change in the number and diversity of those choosing STEM careers. Case studies of interventions developed using the ToC are presented. This approach, and associated ToC, is widely applicable across STEM, education and public engagement fields.

Davenport, C., Dele-Ajayi, O., Emembolu, I., Morton, R., Padwick, A., Portas, A., Sanderson, J., Shimwell, J., Stonehouse, J., Strachan, R., Wake, L., Wells, G., & Woodward, J. (2020). A Theory of Change for Improving Children’s Perceptions, Aspirations and Uptake of STEM Careers. Research in Science Education, 51(4).