Graduates with well-developed capabilities in finance are invaluable to our society and in increasing demand. Universities face the challenge of designing finance programmes to develop these capabilities and the essential knowledge that underpins them. Our research responds to this challenge by identifying threshold concepts that are central to…

We report the qualitative and quantitative results of incorporating interdisciplinary application projects and increasing the use of teaching with technology into Calculus I, II and III at the University of Colorado Denver. Minimal changes were made to the curriculum and minimal time was required of instructors to make the changes. Instructors…

A look at the history and nature of mathematics education and instruction, a review of the current status and ongoing evolution of mathematics, and a glance at what the future may hold are all covered in this document. (MP)

The philosophy behind the Nuffield Mathematics Project, the process of curriculum development, and evaluation of the project are discussed. (SD)

A criterion for development of syllabi for mathematics courses is discussed. This criterion is based on the biogenetic law that individuals develop through all the stages of the development of the species. (SD)

The Computer Aided Teaching of Applied Mathematics Project at Cambridge University is briefly described, and evaluation and development of the project are discussed. (DT)

A conference on the role of comprehensive problem solving in the secondary school curriculum made two major recommendations: (1) that a significant proportion of the curriculum be devoted to study of "real problems," and (2) that teachers be provided intellectual and physical resources for such a program. (SD)

The aims of the article are: (1) to outline the general tenets of the "back to basics" movements; (2) to indicate how these tenets go counter to emerging research on hemispheric specialization; and (3) to suggest methods which are brain-compatible and likely to produce competent creative problem solvers. (Author/TG)

The author concludes that the teacher and the spirit in which he teaches are more important than distinctions between traditional and new (or modern) mathematics. (JLH)

A classification of statistics courses in presented, with main categories of "course type,""methods of presentation,""objectives," and "syllabus." Examples and suggestions for uses of the classification are given. (DT)

The author argues for teaching applicable mathematics," a source of models of proposed and postulated states of affairs. (MM)