Math Matters - Comparison of the Mathematics Requirements for Bachelor of Arts and Bachelor of Science Degrees in Canada

Oct 15, 2026

Uploaded by Muffet

Education and training are decisive for postsecondary success, and large numbers of students in Canada require effective preparation for future careers. This study examines mathematics requirements for general Bachelor of Arts and Bachelor of Science degrees across Canadian universities, using university calendars, degree requirements, course listings, and academic overviews to identify minimum mathematics requirements. The analysis supports suggestions to strengthen students’ mathematical abilities and readiness for study and work.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Abstract

Introduction

Background on Higher Education in Canada

CSSHE SCÉES Canadian Journal of Higher Education Revue canadienne d’enseignement supérieur Volume 46, No. 1, 2016, pages 109-120 Math Matters: Comparison of the Mathematics Requirements for Bachelor of Arts and Bachelor of Science Degrees in Canada Ashley Nahornick George Brown College Abstract Education matters. Every year, more students are pursuing postsecondary education. Infact, during the 2012–2013 academic year, over two million students were studying in Canadian postsecondary institutions, making it even more important to ensure that our students are getting the education and training they need to succeed. Notably, it is not uncommon for university students to struggle with mathematics or even to say,“I’m bad at math.” Yet, atthe heart of mathematics are critical thinking and careful questioning—skills needed in most jobs. In this paper, I feature a study exploring mathematics requirements at Canadian postsecondary institutions. Specifically, the study examines mathematics requirements for general Bachelor of Arts and Bachelor of Science degrees. The goal of the study is to offer potential suggestions to improve more students’ mathematical abilities and better prepare them for future endeavours. Résumé Puisque l’éducation est très importante, un plus grand nombre d’étudiants poursuivent leurs études postsecondaires tous les ans. En effet, pendant l’année scolaire 2012-2013, plus de deux millions de jeunes étudiaient dans des établissements d’enseignement postsecondaires au Canada, ce qui met en relief l’importance de veiller à ce que ces étudiants obtiennentl’enseignement et la formation nécessaires à leur réussite. Néanmoins, il n’est pas rare que des CJHE / RCES Volume 46, No. 1, 2016 Math Matters / A. Nahornick 110 étudiants universitaires éprouvent des difficultés en mathématiques ou qu’ilsse qualifient denuls en maths. Pourtant, la pensée critique et les interrogations minutieuses, deux compétences recherchées dans la plupart des emplois, se situent au cœur des mathématiques. Dans le présent article, j’expose une étude qui explore les exigences en mathématiques d’établissements postsecondaires du Canada. Plus précisément, l’étude examine les exigencesen mathématiques pour l’obtention de tout baccalauréat ès arts (B.A.) et baccalauréat ès sciences (B.Sc.) . L’objectif de l’étude est de proposer des moyens d’améliorer les aptitudes mathématiques de plus d’élèves afin de mieux les préparer pour l’avenir. Introduction Postsecondary education can change lives. According to Berger and Parkin (2009), postsecondary graduates are, in comparison with those who have only a high school diploma, likely to earn more money and more likely tobe employed. During the 2012–2013 academic year, over two million students were studying in Canadian postsecondary institutions (Statistics Canada, 2014), underscoring the importance of ensuring that our students are getting the education and training they need to succeed and contribute to Canadian society. In the same light, mathematics education matters. In fact, there is a large focus on improving mathematical skills in K-12 mathematics students through initiatives that emphasize problem posing, problem solving, and investigation. Yet, in many university classrooms, it is not uncommon to hear students say things like,“I am bad at math,” or,“I’m a math-a-phobe.” According to a survey conducted by Change the Equation, three out of 10 Americans said they consider themselves bad at math, and nearly a third of Americans reported they would rather clean a bathroom than do a math problem (Rick, 2010) . But mathematics is everywhere, and most jobs require at least some proficiency in the subject. A background in math is needed to pursue technological development, to understand political and cultural issues, and simply in everyday life (Bishop, 1997), soit seems evident that mathematical proficiency matters. Students’ struggles with mathematical abilities and confidenc

FAQs

What is the main focus of the study?

The study examines and compares the mathematics requirements for general Bachelor of Arts and Bachelor of Science degrees in Canada.

Why does the paper emphasize mathematics education in postsecondary settings?

The paper highlights that many students struggle with mathematics and that mathematics skills are important for critical thinking, job needs, technological development, and everyday life.

How were the data and requirements collected and analyzed?

Data were collected from university calendars, degree requirements, course listings, and academic overviews for BA and BSc programs, then analyzed to understand minimum mathematics requirements.

Oct 15, 2026

Uploaded by Muffet