**ERIC Number:**ED366384

**Record Type:**Non-Journal

**Publication Date:**1993-Nov

**Pages:**8

**Abstractor:**N/A

**Reference Count:**N/A

**ISBN:**N/A

**ISSN:**N/A

Curriculum and Pedagogical Reform for Lower-Division Mathematics: Moving beyond Myths to Standards.

Hector, Judy

Jobs requiring mathematical skills are growing at double the rate of overall employment. Standards for Two-Year College and Lower Division Mathematics (STCLDM) are being developed to guide reform in introductory college mathematics. Efforts to develop the STCLDM began at an August 1991 planning session with the Mathematical Sciences Education Board. Through subsequent funding from Exxon and the National Science Foundation, initial standards were drafted in June 1993. The initial draft of the standards includes a discussion of themes throughout the mathematics curriculum, and examines standards specific to developmental mathematics, to Associate in Applied Science degree programs, and to baccalaureate-intending programs. Among the contents of the standards are the following: (1) introductory mathematics will illustrate the power of mathematical thinking as a foundation for independent, lifelong learning; (2) the mathematics instructor will foster interactive learning through writing, reading, speaking, and collaborative activities; (3) the mathematics instructor will model the use of multiple numerical, graphical, symbolic, and verbal approaches to solve a variety of problems; (4) students will learn important mathematics knowledge through mathematical modeling applied to real world situations; and (5) as a result of application of the standards, students will be able to choose the appropriate tools and technology to solve mathematical problems and to judge the reasonableness of the results, and will be able to work effectively in groups and communicate about mathematics orally and in writing. (PAA)

**Publication Type:**Opinion Papers; Speeches/Meeting Papers

**Education Level:**N/A

**Audience:**N/A

**Language:**English

**Sponsor:**N/A

**Authoring Institution:**N/A