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Bryant University was originally a school for business majors and offered only a few mathematics courses. After becoming accredited by the New England Association of Colleges and Universities in the 1960s, the college was required to upgrade its offerings in the area of mathematics. In the 1970s, the department offerings were increased to include…

This paper focuses on the development of an actuarial science track for the mathematics major at Salisbury University (SU). A timeline from the initial investigation into such a program through the proposal and approval processes is shared for those who might be interested in developing a new actuarial program. It is wise to start small and take…

Three community colleges--El Paso Community College, Bunker Hill Community College, and Patrick Henry Community College--incorporated technology into the curriculum to support student progress in mathematics through developmental education. Each college took its own path: El Paso developed a self-accelerated emporium-style computer lab, Patrick…

Reported is the construction of a primary mathematics curriculum on two kinds of data: the structure of mathematics itself, and the developmental realities of the child. Principles which have been assumed in this development are (1) since mathematics is abstract, the process of abstracting mathematics must be well prepared, (2) since mathematics…

The Pacific Eisenhower Mathematics and Science Regional Consortium was established at Pacific Resources for Education and Learning (PREL) in October, 1992 and completed its second funding cycle in February 2001. The Consortium is a collaboration among PREL, the Curriculum Research and Development Group (CRDG) at the University of Hawaii, and the…

This paper outlines the increasing prospects for improving the problem solving component of future mathematics programs. Of particular interest is the development of a viable growth schema for general problem solving strategies and skills. The plan presented here provides for five levels of problem solving sophistication. The main body of the…

Several areas of concern are noted in the emerging national movement toward programs for mathematically gifted students. Four areas of current needs that could be better addressed which would greatly expedite current efforts are noted. (MP)

Describes a mathematics program designed to enable students to feel secure in learning a subject that is often confusing. (RK)

Reports a questionnaire survey designed (1) to determine what leaders in mathematics and mathematics education felt the content of the methods course, offered the semester prior to the student teaching experience, should be; (2) to evaluate their recommendations in the classroom; and (3) to suggest an appropriate structure for the methods course…

Describes an experimental study attempting to construct a unified school mathematics curriculum for grades seven through twelve. Study was initiated in 1965 and is to be a six-year study. The total program includes, in the following order, syllabus writing, conferences, writing of experimental textbook, education of classroom teachers, pilot class…

Presented is a professional reference book on change, an aid to mathematics educators in implementing the recommendations found in the National Council of Teachers of Mathematics' (NCTM's) publication, "An Agenda for Action: Recommendations for School Mathematics of the 1980's." The text is divided into three major parts that discuss different…

Guidelines cover: (1) The Key Person(s); (2) Needs Assessments; (3) Long-Range Goals; (4) Information Collection; (5) Inservice Training; and (6) Implementation Model. It is suggested that once the basic commitment has been made to incorporate microcomputers in an educational program, districts must proceed with well-devised plans. Core…

Typical educational alternatives for gifted students offered at the district or regional level are presented. Among the approaches described are special schools, magnet schools, summer programs, learning centers, and special classes. (MP)

Factors to be considered in setting up, administering, and evaluating a remedial mathematics program are covered. (MP)