Softcover ISBN:  9780821803837 
Product Code:  CBMATH/5 
List Price:  $75.00 
Individual Price:  $60.00 
eBook ISBN:  9781470423292 
Product Code:  CBMATH/5.E 
List Price:  $75.00 
Individual Price:  $60.00 
Softcover ISBN:  9780821803837 
eBook: ISBN:  9781470423292 
Product Code:  CBMATH/5.B 
List Price:  $150.00 $112.50 
Softcover ISBN:  9780821803837 
Product Code:  CBMATH/5 
List Price:  $75.00 
Individual Price:  $60.00 
eBook ISBN:  9781470423292 
Product Code:  CBMATH/5.E 
List Price:  $75.00 
Individual Price:  $60.00 
Softcover ISBN:  9780821803837 
eBook ISBN:  9781470423292 
Product Code:  CBMATH/5.B 
List Price:  $150.00 $112.50 

Book DetailsCBMS Issues in Mathematics EducationVolume: 5; 1995; 214 ppMSC: Primary 00; 97
This volume is an outgrowth of a series of programs organized by the Mathematicians and Education Reform (MER) Network between 1990 and 1993. These programs explored the ways in which the mathematical sciences community has responded to educational challenges. Mathematicians who had made a serious commitment to educational reform served as role models, inspiring others to contribute their efforts to this important work. The discussions raised many questions and highlighted many insights about the nature of educational reform and how the mathematics research community can contribute to it. The papers in this volume present perspectives on the future of these efforts, varied examples of how individual mathematicians have become involved in educational reform, and case studies of how the community is responding to the need for reform. Viewing the mathematics culture through the prism of his or her own experience and encounters, each author contributes a valuable piece for the reader to consider in trying to envision what the large picture will be as mathematics education continues to evolve.
This series is published in cooperation with the Mathematical Association of America.
This series is published in cooperation with the Mathematical Association of America.
ReadershipResearchers and educators in the mathematical sciences.

Table of Contents

Articles

Leon Henkin — 1. The roles of action and of thought in mathematics education—One mathematician’s passage

John T. Baldwin — 2. Three mathematical cultures

Hugo Rossi — 3. When is the best proof not the best proof?

Herb Clemens — 4. Can university math people contribute significantly to precollege mathematics education (beyond giving future teachers a few preservice math courses)?

Pamela A. Ferguson — 5. The goldfish route to mathematics education

Ronald G. Douglas — 6. The size of a mathematics department

Kenneth C. Millett — 7. The future of the past

Thomas R. Berger and Harvey B. Keynes — 8. Everybody counts/everybody else

Amy Cohen — 9. Project EXCEL at RutgersNew Brunswick: Instigation and institutionalization

Rose Asera and Uri Treisman — 10. Routes to mathematics for AfricanAmerican, Latino, and Native American students in the 1990s: The Educational trajectories of summer mathematics institute participants

Harvey B. Keynes — 11. Programs for mathematically talented students—do we really need them?

Ray Cannon — 12. The road to reform

William J. Lewis — 13. Educational change in a research university

Judith Sunley — 14. Changing institutions


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This volume is an outgrowth of a series of programs organized by the Mathematicians and Education Reform (MER) Network between 1990 and 1993. These programs explored the ways in which the mathematical sciences community has responded to educational challenges. Mathematicians who had made a serious commitment to educational reform served as role models, inspiring others to contribute their efforts to this important work. The discussions raised many questions and highlighted many insights about the nature of educational reform and how the mathematics research community can contribute to it. The papers in this volume present perspectives on the future of these efforts, varied examples of how individual mathematicians have become involved in educational reform, and case studies of how the community is responding to the need for reform. Viewing the mathematics culture through the prism of his or her own experience and encounters, each author contributes a valuable piece for the reader to consider in trying to envision what the large picture will be as mathematics education continues to evolve.
This series is published in cooperation with the Mathematical Association of America.
This series is published in cooperation with the Mathematical Association of America.
Researchers and educators in the mathematical sciences.

Articles

Leon Henkin — 1. The roles of action and of thought in mathematics education—One mathematician’s passage

John T. Baldwin — 2. Three mathematical cultures

Hugo Rossi — 3. When is the best proof not the best proof?

Herb Clemens — 4. Can university math people contribute significantly to precollege mathematics education (beyond giving future teachers a few preservice math courses)?

Pamela A. Ferguson — 5. The goldfish route to mathematics education

Ronald G. Douglas — 6. The size of a mathematics department

Kenneth C. Millett — 7. The future of the past

Thomas R. Berger and Harvey B. Keynes — 8. Everybody counts/everybody else

Amy Cohen — 9. Project EXCEL at RutgersNew Brunswick: Instigation and institutionalization

Rose Asera and Uri Treisman — 10. Routes to mathematics for AfricanAmerican, Latino, and Native American students in the 1990s: The Educational trajectories of summer mathematics institute participants

Harvey B. Keynes — 11. Programs for mathematically talented students—do we really need them?

Ray Cannon — 12. The road to reform

William J. Lewis — 13. Educational change in a research university

Judith Sunley — 14. Changing institutions