Beyond Crossroads addresses many of the challenges facing American higher education and offers members of AMATYC an ideal opportunity to respond energetically and constructively to these challenges. Notwithstanding the many efforts to improve secondary schooling, most students enter postsecondary education well behind where they should be in…

Many students in U.S. schools have trouble understanding fractions and Algebra II, the one difficultly occurring at the end of elementary school, the other in high school. One reason is that schools generally focus on one aspect of mathematics--calculation--and often fail to address the second aspect--interpretation. Also responsible is the…

Assessment not only places value, it also identifies which elements to value. In this era of accountability, the constituents of educational assessment are not just students, faculty, and administrators, but also parents, legislators, journalists, and the public. For these broader audiences, simple numerical indicators of student performance take…

In this published speech, the status of mathematics today is reviewed. Four areas are highlighted as examples of the unity and applicability of mathematical research. Problems with teaching mathematics are then noted, followed by "causes for celebration." (MNS)

Several factors influencing college mathematics programs are described: (1) computers; (2) new applications to various disciplines; (3) research in learning; (4) research in mathematics; and (5) socio-economic trends. Implications for teachers are suggested. (YP)

This task force report is the Mathematical Association of America's response to the Association of American College's request to examine the issues that relate to the undergraduate program for mathematics majors. The first section of the report, concerning the present state of mathematics in liberal education, provides a historical perspective of…

Out-of-date textbooks, inappropriate tests, and underprepared teachers have left mathematics in the classroom in disarray. The need for a permanent national capability to influence all agencies responsible for mathematics education is discussed. (MLW)

Discusses the problems of and some solutions presented by the American mathematics education reform movement. Describes ideas concerning criteria for curriculum, assessment, learning, teaching, and teacher education. Proposes several recommendations for a new agenda. (YP)

Needs of collegiate mathematics across the nation are considered, and suggestions are offered to the National Science Foundation (NSF) by a professor of Mathematics at St. Olaf College (Minnesota). Changes in mathematics content, scope, and applications have implications for the college curriculum. Problems and challenges are posed by: increased…

Contends that the state of mathematics education is a crucial predictor of future national strength in science and technology and economic competitiveness. Compares the level of mathematics achievement of the United States with other countries. Advocates a national commitment for improvement and includes specific recommendations. (ML)