Describes how modifying familiar classroom formats in a college geometry class helped encourage student problem solving. Demonstrates these modified formats in the context of problems students explored, which resemble the problem-solving settings of mathematicians. (KHR)

Underprepared college freshmen (212 in control group; 178 in experimental group) were monitored through 1 year of college mathematics in a study that showed cooperative learning and problem solving had a significant effect on mathematical success. An appendix contains sample problems. (MKR)

Describes a 'Moore Method' course whose purpose is to teach students to create and present in class mathematically correct proofs of theorems. Discusses grading, class discussions, ways to help students, and the extent to which to encourage cooperative learning. (Author/ASK)

Describes the effects of incorporating a group final project into an elementary statistics course. Discusses the implementation, evaluation, and student reaction to the group final project requirement. Presents one of the students' group final projects as an example. (Author/ASK)

Presents a summary of insights gained by the authors after a semester of collaborative teaching. Emphasizes pedagogical and administrative insights. (Author/ASK)

Cooperative student work often fails to generate individual understanding of abstract algebra materials. Suggests techniques that enable abstract algebra students to master proofs and enhance cooperative work. (Author/ASK)

Provides an overview of an ongoing calculus reform that includes cooperative learning, oral presentations, and long-term student projects. (Author/ASK)

Describes a mathematics reasoning course at Drake University and efforts to introduce collaborative, small-group, mixed-ability activities into the classroom. Comments on the ease, difficulties, rewards, and demands involved. Discusses student and instructor attitudes towards the collaborative activities. (AIM)

Describes the outcomes of an intensive one-month mathematical modeling course and the use of posters in peer assessment of student work. (Author/ASK)

Alternative forms of evaluation can provide deep and powerful learning experiences for students. Explains how to implement portfolios as an evaluation tool and describes a problem that was successfully implemented in a second semester reform calculus class. (Author/ASK)

Presents results obtained from using small groups and cooperative learning in the discussion sessions of large lecture classes in the mathematical sciences. Provides data indicating where this approach worked well and where additional changes were needed. (Author/ASK)

Discusses the value of student-designed, in-depth, modeling projects in a differential equations course and how to prepare students. Provides excerpts from worksheets, a list of computer software for Macintosh that can be used in teaching differential equations, and an annotated bibliography. (Author/ASK)

Identifies and analyzes some recurrent problems with the implementation of cooperative and active learning strategies. Addresses the use of questions, management of instructor-centered activities, management of in-class group activities, and relinquishing forms of control in the classroom. (Author/ASK)

Reports on the use of technology to enhance the teaching of ordinary differential equations, gives examples of laboratory activities using cooperative learning, and discusses assessment of student learning. MacMath, TI-81 graphing calculators, and Maple were used in the course. (Author/MKR)

The crisis confronting calculus and mathematics education generally results from a number of failed assumptions implicit in the dominant lecture-homework-exam methodology used in teaching mathematics. Positive resolution of this crisis can be found in adopting a noncompetitive, collaborative approach to mathematics education. (Author)