The Forum will focus on three issues with which the professional societies have wrestled and toward which they can contribute insight:
Responding to the changing role of mathematics in the economy. The avalanche of data across all fields is spurring exciting and important work in mathematics. The transition years of grades 11–14 are critical for building the foundations for a workforce that can meet the evolving needs of the new economy.
Ensuring college readiness today and tomorrow. High school and college mathematics educators are working collaboratively on this issue, recognizing the need for college-ready students, but also student-ready colleges. CBMS societies acknowledge the need for a broader understanding of how mathematics is and will be used, encompassing modeling, statistics, and data science. They also understand the need for active learning approaches that promote problem solving abilities and higher order thinking.
Articulating the mathematical pathways that will serve all students. Changes in demographics, economic demands, and the mathematical sciences themselves are forcing reconsideration of the pathways into and through college-level mathematics. It is necessary to evaluate whether the course structures now in place still serve their intended purpose and to understand the alternatives that are available.