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Subject:

From:

Bill Thomas <[log in to unmask]>

Reply-To:

Open Forum for Learning Assistance Professionals <[log in to unmask]>

Date:

Wed, 18 Jan 1995 20:36:50 UTC

Content-Type:

text/plain

Parts/Attachments:

Parts/Attachments

text/plain (220 lines)

Attached is a colloquium call for proposals along with a summary
of the project that is sponsoring the colloquium. You received
because I thought you were someone who might be remotely
interested in the information. Please feel free to pass this on
to someone who might be interested. Or, enjoy the supreme
pleasure of obliterating this message from the ether.
 
Bill
 
 =======================================================================
William N. Thomas Jr.
The University of Toledo            Internet: [log in to unmask]
Community and Technical College     Office: (419) 537-3338
Scott Park Campus                   Fax: (419) 537-3194
Toledo, OH  43606-3390  USA
 =======================================================================
 
=================================================================
 
Conference:    Colloquium on Innovations in Teaching High School,
               Developmental, and College Mathematics
 
Date:          Saturday 6 May 1995
 
Location:      The University of Toledo Community and Technical
               College, Scott Park Campus, Parkside and Nebraska,
               Toledo, Ohio 43606-3390
 
For Whom:      High school, two- and four-year college
               mathematics instructors, supervisors, department
               chairs, and curriculum coordinators
 
Purpose:       - To encourage sharing of innovative ideas in
               mathematics curriculum, instruction, and
               assessment;
               - To establish and maintain linkages and
               networking among high school and college
               mathematics educators
 
Possible Presentation Topics:
               Graphing calculators, computers, technology,
               cooperative learning, laboratory approaches to
               mathematics, modeling, inquiry-based activities,
               problem-solving strategies, constructivism,
               implementing the NCTM Standards and the Standards
               for Introductory College Mathematics.
 
Fees:          $10 Registration fee for nonpresenters
               $5 Registration fee for the primary presenter
               $10 Registration fee for other presenters
               $10 fee for those attending the lunch.
 
=================================================================
 
                                          PRESENTER INFORMATION
 
Primary Presenter *______________________________________________
 
Position/Title___________________________________________________
 
Institution______________________________________________________
 
Address__________________________________________________________
 
Telephone (Work)______________________   (Home)__________________
           (Fax)_______________________
 
E-mail Address___________________________________________________
 
* List information about other presenters on a separate sheet
 
                                        PRESENTATION INFORMATION
 
Title____________________________________________________________
 
Length:       1 Hour ____        2 Hours ____
 
Format:       Workshop ____      Paper/Discussion ____
 
              Lab ____
 
Level (Check all that apply):           Secondary ____
              Developmental ____        College ____
 
Equipment needs (Each presentation room has an overhead projector
 
and blackboard.)_________________________________________________
 
_________________________________________________________________
 
_________________________________________________________________
 
 
To submit a proposal, please provide three (3) copies of the
above information, information on additional presenters, and a
one page abstract of your proposal describing the objectives and
content of the presentation. Include any pertinent citations in
your abstract. In addition, provide a 30 to 50 word summary of
your presentation. Summaries of accepted proposals will appear in
the conference program.
 
Mail the above information by Friday 3 February 1995 to: William
N. Thomas Jr., The University of Toledo Community and Technical
College (ComTech), Scott Park Campus Toledo, Ohio 43606-3390 or
fax Bill at (419) 537-3194.
 
Questions may be directed to Bill at (419) 537-3338 or via e-mail
at   [log in to unmask]
 
=================================================================
 
Restructuring the Mathematical Bridge:
 Mathematics Reform for Underprepared College Students
 
A task force consisting of developmental mathematics educators
from a variety of two- and four-year institutions has initiated a
project entitled Restructuring the Mathematical Bridge:
Mathematics Reform for Underprepared College Students or Bridge
Project. The purpose of the project is to aid the reform of the
developmental mathematics curriculum for underprepared and
nontraditional college students. The term "developmental
mathematics" commonly refers to arithmetic, high school algebra,
and geometry courses taught at the college level.
 
The Need
Why reform developmental mathematics? According to a 1989
National Research Council report, Everybody Counts, "60 percent
of college mathematics enrollments are courses ordinarily taught
in high school." Many of these college courses are classified as
developmental. While the size of enrollments in developmental
courses has been a cause of alarm for years, the curriculum has
received very little scrutiny. Typically it has been patterned
after the traditional elementary and secondary curriculum.
 
The Response
Secondary mathematics curriculum is now undergoing reform with
the advent of the National Council of Teachers of Mathematics'
(NCTM) Curriculum and Evaluation Standards for School Mathematics
and Professional Standards for Teaching Mathematics. The American
Mathematical Association of Two-Year Colleges (AMATYC) formed a
steering committee with representation from AMATYC, the American
Mathematics Society, the Mathematics Association of America, the
National Association for Developmental Education (NADE), and
NCTM, to lay the groundwork for the emerging Standards for
Introductory College Mathematics - Before Calculus. All of these
standards have a direct impact on developmental mathematics. In
addition, college calculus is being examined and many suggested
curriculum changes are being enacted through projects such as the
Calculus Consortium of Harvard. Though not directly influencing
developmental mathematics, even the calculus reforms have
undeniable implications for developmental mathematics.
 
The NCTM and AMATYC Standards have clearly set the direction for
developmental mathematics. The Standards for Introductory College
Mathematics - Before Calculus have suggested a new vision for
developmental mathematics called the Foundation. The content of
the Foundation would include
*    Numeracy
*    Symbolism and Algebra
*    Geometry and Measurement
*    Functions
*    Probability and Statistics
*    Deductive Proof
 
A Problem
Many developmental mathematics instructors are eager and willing
to implement these standards in their classroom. However, they
need curricular materials such as curriculum guides, textbooks,
and supplementary materials to help them institute the content
and pedagogy outlined in the standards as quickly and as
effectively as possible.
 
An Answer
The goal of the Bridge Project is to produce and disseminate
curriculum guides, textbooks, and supplementary materials, based
on the NCTM and AMATYC Standards.
 
The principles contained in the Standards upon which the Bridge
Project will build are * Students must have the opportunity to
construct their own understanding of mathematics
*    Mathematics is an active endeavor
*    Manipulatives and real data are used to model mathematical
     phenomena
*    Mathematics is a laboratory activity
*    The use of technology must be integrated into the teaching
     and learning of mathematics
*    Mathematics should be taught from a problem-centric approach
*    Appropriate and differing forms of assessment must be used
     to evaluate student learning of mathematics
*    Mathematics topics should be integrated where ever possible
 
The project will initially produce three curriculum guides. The
first guide will be to help instructors implement the Standards
in classes for students who have never had algebra. That guide
will include topics in arithmetic and prealgebra. The second
guide will help instructors implement the Standards in classes
for students beginning in algebra. That guide will cover material
through quadratic equations and functions. The last guide will
cover equations and functions through exponential functions. The
curriculum guides will contain sample lessons, suggested
pedagogy, student activities, and assessment for the Foundation
content themes at the appropriate level.
 
This is an exciting time as we implement reforms in developmental
mathematics that will effectively serve the needs of students and
society. For the project to be successful, all those involved in
developmental mathematics must have meaningful input into the
final product. If you would like to get involved or just want
keep up with the progress of the project, please contact the
project director
 
          William Thomas Jr.
          University of Toledo/ComTech
          Scott Park Campus
          Toledo, OH  43606-3390
          Work: (419) 537-3338
          Fax: (419) 537-3194
          Internet: [log in to unmask]
 
The project is endorsed by AMATYC and NADE.

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