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New maths skills that make the modern workplace tick Employers may need to reconsider the mathematical skills they seek from young employees, says a senior Charles Sturt University academic after some groundbreaking research in the Australian workplace.
Younger people now entering the workplace have learned many different numeracy methods to earlier generations, according to research by senior education researcher Professor Robyn Zevenbergen from Charles Sturt University (CSU).
 Professor Robyn Zevenbergen
photo: Elissa Cooke “The way they have learned their number skills profoundly influences how they are perceived in the workplace,” Professor Zevenbergen said.
“Employers want them to show mathematical skills that come from the employer’s view of mathematics – calculating sums without paper, regurgitating times tables and giving exact answers.
“But this new generation – the Millennials – do maths differently to earlier generations. They estimate answers, they are great at problem solving and they see technology as a tool to do aspects of work.”
Professor Zevenbergen’s views on differences in mathematical performance come from her research into the mathematical skills needed by young employees across a wide range of industries.
Funded between 2002 and 2004 by the Australian Research Council, the studies included surveys, interviews, “workshadowing” and focus groups with employers, employees, teachers, job placement officers, students in work and workplace trainers.
“Millennials are the first generation born with technology in their hands. Calculators, computers, video games, mobile phones – they have grown up with this technology and see it as integral parts of their worlds, including their working lives. This is the techno-savvy generation.
“We older generations – as teachers, employers and parents – need to be more understanding of these differences, and so account for them in our dealings with this new working group.
Professor Zevenbergen recognised that this group is particularly skilled at estimating and problem solving. “For example, when estimating how much ‘hardener’ they require to be mixed with a commercial adhesive, I found apprentice boat builders might modify the amount according to the size of the job or air temperature, which affects whether the glue will harden before the job is in place – and they did this without asking their employer,” she said.
“They look at the whole problem, not just how much hardener is normally mixed with the glue.”
Modern technologies have also changed the workplace, particularly for people just starting work.
“In many jobs, they will access sophisticated cash registers, specialised computer programs and stock taking data loggers that use bar codes for many repetitive jobs. They won’t need as many traditional basic mathematical skills as they once did to complete these activities.
“Employers might need to reassess the skills they test, particularly during the job interview process and on-going training,” Professor Zevenbergen concluded.
Professor Zevenbergen is now looking to extend her research into this topic until 2008, having recently won further research funding through the Australian Research Council. ends Author: Wes Ward
Editor's Note: Professor Robyn Zevenbergen presented the findings from her research at an international conference in Sweden in June 2005. Zevenbergen is Professor of Mathematics Education at Charles Sturt University. Media Note: Interviews and print quality pictures are available from CSU Media. |
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