| New Directions in Two-Year College Mathematics: Proceedings of the Sloan Foundation Conference on Two-Year College Mathematics, Held July 11-14 at Men 1985 Edition Contributor(s): Albers, Donald J. (Editor), Rodi, Stephen B. (Editor), Watkins, Ann E. (Editor) |
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ISBN: 0387961453 ISBN-13: 9780387961453 Publisher: Springer OUR PRICE: $94.05 Product Type: Hardcover - Other Formats Published: June 1985 |
| Additional Information |
| BISAC Categories: - Mathematics | Study & Teaching |
| Dewey: 510.711 |
| LCCN: 85008142 |
| Physical Information: 491 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: by Donald J. Albers ix INTRODUCTION In July of 1984 the first national conference on mathematics education in two-year colleges was held at Menlo College. The conference was funded by the Alfred P. Sloan Foundation. Two-year colleges account for more than one-third of all undergraduate enrollments in mathematics, and more than one-half of all college freshmen are enrolled in two-year colleges. These two facts alone suggest the importance of mathematics education in two-year colleges, particularly to secondary schools, four-year colleges, and universities. For a variety of reasons, four-year colleges and universities are relatively unaware of two-year colleges. Arthur Cohen, who was a participant at the "New Directions" conference warns: "Four-year colleges and universities ignore two-year colleges at their own peril." Ross Taylor, another conference participant, encouraged two-year college faculty to be ever mindful of their main source of students--secondary schools-- and to work hard to strengthen their ties with them. There are many other reasons why it was important to examine two-year college mathematics from a national perspective: 1. Over the last quarter century, rio other sector of higher education has grown so rapidly as have two-year colleges. Their enrollments tripled in the 60's, doubled in the 70's, and continue to increase rapidly in the 80's. x 2. Twenty-five years ago, two-year colleges accounted for only one-seventh of all undergraduate mathematics enrollments; today the fraction is more than one-third. |