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ERIC Number: ED204143
Record Type: Non-Journal
Publication Date: 1981-May
Pages: 17
Abstractor: N/A
Reference Count: N/A
Findings and Implications from the Mathematics Support Center at Cornell University.
Rosamond, Frances
The nature and use of the Cornell Mathematics Support Center (MSC) is discussed. It is viewed as significantly different from other existing support programs in that it is part of the Department of Mathematics and offers encouragement and support to any interested student, no matter what that pupil's mathematics level is. The MSC is based on the belief that mathematics can become a part of every person's understanding and on the following principles: (1) A person deserves to have confidence in his/her ability to understand and think about mathematics; (2) It is not a person's fault when that confidence is lost and it is always possible to regain it; and (3) Learning and thinking about mathematics does not have to be done in isolation. A 12-cell matrix is presented that explicates student concerns in the three categories: (1) concerns of closeness and isolation; (2) context and meaning; and (3) power and powerlessness in the context of mathematics learning and teaching. The bulk of the document focuses on three cells, using students as examples, to outline some primary observations. The report concludes that mathematics is a way of seeing, and that students come to the MSC for help in expressing what they see. (MP)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A