Earlier this month, the Modernizing Undergraduate Math Summit brought educators, researchers, and mathematics leaders to Harvard University. The goal was to talk about something many colleges are already facing: undergraduate math programs are due for a serious rethink.

From AI and data science to quantitative reasoning and modeling, much of the conversation focused on how undergraduate math can better connect to the world outside the classroom.

The Summit was convened by Transforming Post-Secondary Education in Mathematics (TPSE Math). COMAP was one of several organizations supporting the Summit, alongside the American Mathematical Society (AMS), American Statistical Association (ASA), Society for Industrial and Applied Mathematics (SIAM), Mathematical Association of America (MAA), and the American Mathematical Association of Two-Year Colleges (AMATYC).

Dr. Ben Galluzzo and Dr. Amanda Beecher attended on behalf of COMAP, taking part in conversations about how undergraduate math education is changing and why mathematical modeling continues to be part of that discussion.

“COMAP was proud to support this important convening,” said Dr. Ben Galluzzo, COMAP's Executive Director. “Revitalizing undergraduate mathematics is not just an academic exercise. It's about ensuring that students develop the quantitative skills and habits of mind they'll need to navigate an increasingly complex world, both in their careers and as informed citizens.”

Galluzzo also pointed to the importance of bringing organizations and leaders together around these conversations. “Events like this one, that bring together leaders from across the mathematical community to do this work together, are exactly the kind of initiative COMAP is glad to step up for.”

The Push for Change in Undergraduate Math

Many colleges and universities are already trying to rethink how undergraduate math is taught. Some are bringing more mathematical modeling into courses. Others are experimenting with data science, quantitative reasoning, or different ways of approaching introductory math.

One thing that came up throughout the Summit was that a lot of this work is already happening, but often in separate departments or at individual institutions. A big part of the conversation focused on how to help more schools learn from each other and build on ideas that are already making a difference.

For Dr. Amanda Beecher, COMAP’s Director of Contests & Outreach, the level of collaboration and momentum in the room stood out. “I was inspired by the enthusiasm to make change and that there were real change agents in the room,” Beecher said. “The Summit was supported by so many mathematics or mathematics-related organizations and sent their leaders to help do the work.  It really was inspirational.”

Throughout the Summit, participants explored how undergraduate mathematics can better prepare students for today’s world. Some of the discussions focused on AI, quantitative reasoning, data science, workforce preparation, and the need to rethink traditional pathways, such as college algebra.

Mathematical Modeling Was Central to the Conversation

The conversations reinforced something COMAP has long believed: mathematical modeling belongs at the center of meaningful mathematics education.

“Modeling was a real theme throughout the Summit,” Beecher explained. “It was highly valued and seen as a structural and mathematical way to help students succeed.”

Galluzzo said he was encouraged by how often mathematical modeling was part of the conversation throughout the Summit. “Participants recognized the mathematical modeling framework as the foundation from which so many of the tools we're excited to share with undergraduates, such as data analysis, quantitative reasoning, and computational thinking, derive their meaning and power,” he said.

That connection between modeling and broader mathematical thinking has been central to COMAP’s work for years.

The Summit’s draft principles emphasized the importance of helping students engage in authentic problem solving, iterative inquiry, collaboration, communication, reasoning with uncertainty, and computational thinking. Participants also discussed how mathematical modeling can create more engaging pathways into mathematics by helping students connect mathematical ideas to real-world issues and decisions.

For Beecher, one of the strengths of modeling is that it naturally brings many of these ideas together. “Through authentic problem solving, we can ask students to address real issues in our world,” she said. “We can use that framework to help them learn the mathematics needed to understand or solve those problems.”

Moving Beyond One-Size-Fits-All Solutions

Another major theme at the Summit was that undergraduate math reform is not going to look the same everywhere. Different colleges and universities serve different students, have different priorities, and face different challenges.

Rather than trying to come up with one single approach that likely won't work everywhere, much of the discussion focused on sharing ideas, identifying what is already working, and giving departments examples to build on.

Many of the topics discussed also connected naturally to work COMAP has been involved in for years, including modeling-based calculus, introductory modeling courses, quantitative reasoning pathways, engineering-focused applications, and helping students connect mathematics to real-world problem-solving.

What Comes Next

TPSE Math will continue building on the conversations from the summit over the coming months, including developing a white paper and sharing examples, ideas, and resources connected to undergraduate math reform.

For COMAP, one of the clearest takeaways from the Summit was how often mathematical modeling came up in conversations about the future of undergraduate mathematics.

You can learn more about the initiative and follow future updates at tpsemath.org.