The Common Vision Project: Four Reactions (original) (raw)
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In 1995, the National Science Foundation (NSF) developed a special initiative called Mathematical Science and Their Application Throughout the Curriculum (MATC) which was designed to promote comprehensive improvements in undergraduate education that lead to increased student understanding of and ability to use the mathematical sciences. The program funded seven comprehensive projects which varied in focus and structure. This report provides detailed information about this initiative and its findings. It concludes that the mathematics initiative provides an opportunity for higher education institutions to work together to reform undergraduate mathematics education so that students are both more appreciative of the role of mathematics and mathematical thinking in academic and applied endeavors, and more able to use mathematics. The initiative is introduced and its development, interorganizational, and interdisciplinary arrangements are discussed. (ASK) Reproductions supplied by EDRS are the best that can be made from the original document.
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Work on this Guide began around 2009, when CUPM began sponsoring focus group discussions to assess the community's general need for a new curriculum guide and, in particular, to gauge interest in addressing the variety of possible undergraduate paths to a major in mathematics. CUPM also began, through surveys and focus groups, to identify essential components of interdisciplinary majors that might be described as majors in a mathematical science. Broad agreement seems to exist on "core" elements of both a traditional mathematics program and a broader mathematical sciences major. We attempt to capture these elements in the Overview document that follows. Although the Guide is a project of CUPM, a Steering Committee (members are listed at the end of this introduction) was appointed to refine the conceptual framework of the project and to manage its development. The Steering Committee helped in selecting the many small study groups contributing to this Guide and in improving their reports. It was agreed to produce both a relatively brief printed 2015 Curriculum How to use this Guide This Guide will be delivered in two forms: an abbreviated print version and a longer and dynamic online version. There are six parts to this report: Introduction, Overview of the Major, Course Area Group Reports, Program Area Group Reports, Beyond the Curriculum, and Open Questions. The diagram below describes their organization. The entire document and references will be available on maa .org/cupm .
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Undergraduate Programs in the Mathematical Sciences in the United States 5 www.utdanacenter.org/higher-education/new-mathways-project 6 www.carnegiefoundation.org/statway 7 connect.siam.org/siam-nsf-workshop-on-modeling-across-the-curriculum 8 www.rume.org 9 www.maa.org/cspcc 10 www.colorado.edu/eer/research/steminquiry.html 11 math.unipa.it/~grim/21_project/21_charlotte_EpsteinPaperEdit.pdf
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For over 100 years a vital if little known movement has been underway to allow liberal arts undergraduates to meet their math requirement with more meaningful and relevant options than the traditional skills courses in algebra, geometry, trigonometry, and calculus. Often referred to as liberal arts mathematics, and with a subset called humanistic mathematics, such courses may explore mathematics as a realm of ideas that are essential to understanding the world we live in and what it means to be human. Although resistance to this movement has been vigorous and tenacious, it is now widely recognized that liberal arts undergraduates deserve access to such courses in order to meet their math requirement. The author describes a century-long argument in favor of meaningful mathematics courses for liberal arts undergraduates, traces the evolution of liberal arts math courses, justifies such courses in a discussion of what mathematics really is, and presents his own innovative pedagogy with...
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The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein.
There was something for most everyone interested in mathematics education at the January AMS/MAA meetings in San Francisco. Sessions ranged over institutional approaches to calculus reform, mathematical competitions, advising methods, how we teach, testing with technology, voluntary community service to enrich undergraduate mathematics, intervention projects for minority pre-college students, mathematics and education reform, the new GRE mathematics reasoning examination, and Treisman-style emerging scholars programs .