Our philsophy:

• Mathematics, at some level, is accessible to all students.
• The learning of mathematics is enhanced when students feel they belong to a community of learners; when they have the opportunity to interact with each other, tutors, and instructors, both in and out of the classroom.
• Though some symbol manipulation remains warranted, mathematics teaching should put less emphasis on tricks, formulas, and rote memorization, and more emphasis on reasoning, understanding and problem-solving.
• Our department encourages the use of problems that require students to apply concepts in a non-algorithmic, creative fashion.
• Appropriate use of technology should be encouraged in the teaching and learning of mathematics.
• Students have different strengths and learning styles. Consequently, wherever possible, concepts should be developed and/or presented from several different perspectives (e.g. visual, verbal, tactile, technological, etc).
• Our department recognizes the value in having diversity in teaching styles. We fully recognize the right and responsibility for teachers to structure their courses in the way they see fit so long as they fulfill departmental course outlines and objectives.

In addition, the Math Department has established these six learning outcomes for all math courses at GCC:

1. Work collaboratively and independently as they read, write, listen to, and speak mathematics.
2. Model real-world situations using mathematics.
3. Engage in mathematical problem solving.
4. Use appropriate tools (e.g. drawings, diagrams, charts, graphs, physical models, technology, manipulatives) to investigate, understand, and solve mathematical problems.
5. Develop the understanding that mathematics is connected to other fields.
6. Expand their conceptual understanding of mathematics to the extent that they can answer questions asked in an unfamiliar format.