Integrating Data Analytics in Mathematics Education: A Program Development Framework for Polytechnic Higher Education
DOI:
https://doi.org/10.48017/dj.v11i3.3929Keywords:
Program Development Framework, BS Mathematics, Data Analytics, Technology Education, Marikina Polytechnic CollegeAbstract
The increasing need for professionals who are data-literate and technology smart has compelled higher education to reimagine programs that blend together mathematic, analytic, and technology education. This paper introduces the Program Development Framework of a Bachelor of Science in Mathematics major in Data Analytics with minor in Technology Education (BSMath-DATEd) designed towards polytechnic education. The study used a qualitative descriptive design that employed document analysis, literature review and key informant interviews with faculty members and administrators engaged in curriculum development or quality assurance. Analysis of the themes identified three stages in the development phases: Planning and Designing, which seeks to guarantee compliance with national academic standards, faculty preparedness, and space requirements for learning; Feedback and Evaluation, pertaining to stakeholder engagement, institutional policy, laws and regulations; and Continual Improvement that provides a framework for sustainable program improvement through constant monitoring and benchmarking. Developing analytically rigorous technological competence: the framework While DeLiema, Alexandre and Mohr-Smith (2018) provide a guide for educators to teach the tetrahedron that is fundamental in all engineering work, this defined an entire tetrahedral structure of knowledge especially suitable for polytechnic institutions wishing to develop or revise a program. This study contributes to technical and vocational education, offering a practical guide for curriculum innovation responsive to the evolving demands of the digital economy.
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