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TitleNew Directions in Two-Year College Mathematics [electronic resource] : Proceedings of the Sloan Foundation Conference on Two-Year College Mathematics, held July 11-14 at Menlo College in Atherton, California / edited by Donald J. Albers, Stephen B. Rodi, Ann E. Watkins
ImprintNew York, NY : Springer New York, 1985
Connect tohttp://dx.doi.org/10.1007/978-1-4612-5116-3
Descript 491p. online resource

SUMMARY

by Donald J. Albers ix INTRODUCTION In July of 1984 the first national conference on mathematics education in two-year colleges was held at Menlo College. The conference was funded by the Alfred P. Sloan Foundation. Two-year colleges account for more than one-third of all undergraduate enrollments in mathematics, and more than one-half of all college freshmen are enrolled in two-year colleges. These two facts alone suggest the importance of mathematics education in two-year colleges, particularly to secondary schools, four-year colleges, and universities. For a variety of reasons, four-year colleges and universities are relatively unaware of two-year colleges. Arthur Cohen, who was a participant at the "New Directions" conference warns: "Four-year colleges and universities ignore two-year colleges at their own peril." Ross Taylor, another conference participant, encouraged two-year college faculty to be ever mindful of their main source of students--secondary schools-ยญ and to work hard to strengthen their ties with them. There are many other reasons why it was important to examine two-year college mathematics from a national perspective: 1. Over the last quarter century, rio other sector of higher education has grown so rapidly as have two-year colleges. Their enrollments tripled in the 60's, doubled in the 70's, and continue to increase rapidly in the 80's. x 2. Twenty-five years ago, two-year colleges accounted for only one-seventh of all undergraduate mathematics enrollments; today the fraction is more than one-third


CONTENT

1. A Case for Curriculum Change -- Mathematics In Todayโ{128}{153}s Community College -- Letโ{128}{153}s Keep the โ{128}{156}Collegeโ{128}{157} In Our Community Colleges: Mathematics for College Transfer -- A New Start for Mathematics Curriculum -- Mathematics as a Course of Problem Solving- Then and Now -- 2. Technical Mathematics -- Technical Mathematics: A Dilemma -- Occupational Education and Mathematics: Ownership Makes the Difference -- Technical Mathematics in Two-Year College Programs -- 3. Endangered Curriculum Elements -- Reflections on Basic Mathematics Programs in the Two-Year College -- Liberal Arts Mathematicsโ{128}{148}Cornerstone or Dinosaur? -- Statistics in the Two-Year College Curriculum -- 4. New Curricula and New Tools -- Itโ{128}{153}s Going to Happen Anywayโ{128}ฆ -- Discrete Topics in the Undergraduate Curriculum: How Big a Step Should We Take? -- Calculators Do More than Compute -- The Lessons of Williamstown -- Style Versus Content: Forces Shaping the Evolution of Textbooks -- 5. The Learning of Mathematics -- Research in the Learning of Mathematics: Some Genuinely New Directions -- Knowledge Transmission and Acquisition: Cognitive and Affective Considerations -- 6. Faculty Renewal and Professionalism -- Relevancy and Revitalization: Retaining Quality and Vitality in Two-Year College Mathematics Faculty -- The Academic Training of Two-Year College Mathematics Faculty -- Current Continuing Education Needs of Two-Year College Faculty Must be Met! -- 7. Coordinating Curriculum Change -- Coordinating Curriculum in Two-Year Colleges with Baccalaureate Institutions -- Some Reflections on the Interaction of Mathematics Programs at Two- and Four-Year Colleges -- Mathematics Programs in High Schools and Two-Year Colleges


Mathematics Mathematics Mathematics general



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