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Changing the Culture: Mathematics Education in the Research Community
 
Edited by: Naomi D. Fisher University of Illinois at Chicago, Chicago, IL
Harvey B. Keynes University of Minnesota, Minneapolis, MN
Philip D. Wagreich University of Illinois at Chicago, Chicago, IL
A co-publication of the AMS and CBMS
Front Cover for Changing the Culture: Mathematics Education in the Research Community
Available Formats:
Softcover ISBN: 978-0-8218-0383-7
Product Code: CBMATH/5
214 pp 
List Price: $71.00
Individual Price: $56.80
Electronic ISBN: 978-1-4704-2329-2
Product Code: CBMATH/5.E
214 pp 
List Price: $71.00
Individual Price: $56.80
Bundle Print and Electronic Formats and Save!
This product is available for purchase as a bundle. Purchasing as a bundle enables you to save on the electronic version.
List Price: $106.50
Front Cover for Changing the Culture: Mathematics Education in the Research Community
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  • Front Cover for Changing the Culture: Mathematics Education in the Research Community
  • Back Cover for Changing the Culture: Mathematics Education in the Research Community
Changing the Culture: Mathematics Education in the Research Community
Edited by: Naomi D. Fisher University of Illinois at Chicago, Chicago, IL
Harvey B. Keynes University of Minnesota, Minneapolis, MN
Philip D. Wagreich University of Illinois at Chicago, Chicago, IL
A co-publication of the AMS and CBMS
Available Formats:
Softcover ISBN:  978-0-8218-0383-7
Product Code:  CBMATH/5
214 pp 
List Price: $71.00
Individual Price: $56.80
Electronic ISBN:  978-1-4704-2329-2
Product Code:  CBMATH/5.E
214 pp 
List Price: $71.00
Individual Price: $56.80
Bundle Print and Electronic Formats and Save!
This product is available for purchase as a bundle. Purchasing as a bundle enables you to save on the electronic version.
List Price: $106.50
  • Book Details
     
     
    CBMS Issues in Mathematics Education
    Volume: 51995
    MSC: 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.

    Readership

    Researchers 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 Rutgers-New Brunswick: Instigation and institutionalization
    • Rose Asera and Uri Treisman - 10. Routes to mathematics for African-American, 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
  • Request Review Copy
Volume: 51995
MSC: 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.

Readership

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 Rutgers-New Brunswick: Instigation and institutionalization
  • Rose Asera and Uri Treisman - 10. Routes to mathematics for African-American, 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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