大学数学教育中人力资本投资不足现象对策研究

大学数学教育中人力资本投资不足现象对策研究Title: Strategies to Address the Underinvestment in Human Capital in University

大学数学教育中人力资本投资不足现象对策研究 Title: Strategies to Address the Underinvestment in Human Capital in University Mathematics Education Introduction: In recent years, there has been agrowing concern over the underinvestment in human capital in university mathematics education. This issue has significant implications for the overall development of the mathematics discipline and the supply of skilled individuals in critical fields such as science, technology, engineering, and mathematics (STEM). This paper aims to explore the current challenges and propose strategies to address this problem, focusing on the importance of investing in human capital in university mathematics education. Challenges and Consequences: 1. Insufficient funding: Universities often face financial constraints, leading to reduced investment in mathematics education and faculty development programs. This leads to inadequate resources and outdated teaching methods, hindering the quality of education provided. 2. Lack of qualified faculty: The shortage of competent faculty members in mathematics is asignificant impediment to delivering quality education. Limited opportunities for faculty development and research support discourage talented individuals from pursuing careers in academia. 3. Outdated curriculum: The rapidly evolving nature of mathematics demands acurriculum that keeps pace with advancements. However, alack of investment often results in outdated courses and teaching materials that fail to equip students with the necessary skills demanded in the job market. 4. Low student motivation: The perception of mathematics as a difficult subject, coupled with uninspiring teaching methods, often leads to alack of enthusiasm among students. This contributes to a decreased interest in mathematics-related disciplines and careers, further perpetuating the underinvestment cycle. Strategies to Address the Underinvestment: 1. Enhanced funding: Governments, educational institutions, and private sector organizations should increase funding for mathematics