Publisher's Synopsis
Educational issues are receiving unprecedented attention in the broad mathematical sciences community, as mathematicians and other scientists have become concerned about the quality of instruction in schools, colleges and universities. A mathematically literate population is crucial to supporting an increasingly technological society. In addition, the mathematical sciences community faces the challenge of increasing the number of students who are prepared to pursue a career in mathematics, science or engineering. This challenge requires not only raising the quality of mathematics education, but also showing students the beauty and usefulness of the subject. In these ways, mathematical scientists can make crucial contributions to educational reform.;In response to these concerns, the Conference Board of the Mathematical Sciences has launched a new book series published by the American Mathematical Society in cooperation with the Mathematical Association of America, entitled "Issues in Mathematics Education". The purpose of this new series is to stimulate the flow of information among mathematical scientists, mathematics educators and mathematics teachers about innovative efforts to revitalize the teaching of mathematics and statistics at all levels.;The present volume, "Mathematicians and Education Reform", the first in this new series, contains the proceedings of the Mathematicians and Education Reform workshop held in July 1988, at the University of Illinois at Chicago. The workshop provided an opportunity for participants to share ideas about the various ongoing precollege projects organized and directed by mathematicians and to reflect on the most effective ways that mathematicians can contribute to educational reform. The major part o the proceedings is devoted to in-depth articles that explore the process of designing an educational project. A section on issues and reactions presents a forum for exchanging ideas on more general issues.;From practical information about organizing a programme to exploration of the intellectual issues of educational reform, this volume presents a range of views on various aspects of the involvement of mathematicians in educational change. While it should prove of particular use for those considering involvement in an educational programme, this book should also be of interest to all in the mathematical community, for the issues explored here are likely to be of increasing importance for the future of the mathematical sciences.
