Part I - A case study in post-secondary mathematics: the importance of mental health awareness

Abstract

Due to the shift of civilization from the Industrial Age to the Information Age, mathematical literacy has become a necessity in the twenty-first century. However, in order to learn and contribute to the mathematical community, one has to be in a state of good mental health. When I say 'good mental health,' I mean one has to develop a set of healthy coping strategies, be in a positive learning environment, and have a social support system. Traditionally, universities have been the venue of such higher learning. If these institutions want to remain as thriving grounds for higher education and engines of research, post-secondary institutions need to be aware of these factors and actively contribute to the well-being of its students and faulty. Unfortunately, students do not always receive the support necessary to be mentally healthy. The purpose of this paper is to examine how social awareness and sensitivity of mental health in a university setting is a key component for individuals to flourish academically and grow personally. Several voluntary surveys completed by my first and second year math students at the University of Waterloo will be presented. The surveys investigated the students' experiences at the university, particularly in the Mathematics Department. In addition, this paper explores an alternative way to structure math classes, specifically assignment scheduling, in order to help students develop healthy study habits. The scores for the alternative-scheduled assignments are statistically analyzed and compared to scores of the typical-scheduled assignments currently implemented at the University of Waterloo. Finally, this paper briefly discusses the importance of socialization, specifically for young mathematicians and scientists, and potential consequences of reduced social exposure in the Digital Age.