Whether CCSSM-Inspired Competency Emphasis Has Infiltrated Undergraduate Mathematics

Determine whether the competency-oriented changes highlighted by the Common Core State Standards for Mathematics (CCSSM) in school mathematics have been adopted in undergraduate mathematics curricula at colleges and universities.

Background

The paper argues that contemporary undergraduate mathematics curricula overwhelmingly prioritize content knowledge and algorithmic procedures over broader competencies such as creative thinking, self-regulation, collaboration, and communication. It references international trends toward competency-focused frameworks and notes that K–12 reforms like the CCSSM explicitly emphasize competencies.

Despite these K–12 shifts, the authors point out a lack of clarity regarding whether similar competency-oriented approaches have penetrated undergraduate mathematics programs. They also note that enacted curricula often diverge from official curricular intentions, suggesting the need for empirical investigation into whether and how undergraduate programs reflect competency-based orientations.