Titlebook: New Directions in Two-Year College Mathematics; Proceedings of the S Donald J. Albers,Stephen B. Rodi,Ann E. Watkins Conference proceedings

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Mathematics as a Course of Study in Problem Solving—Then and Nowovided by digital computers has increased the number of problems that can be addressed and solved using elementary mathematical concepts to include problems form the social sciences, business, and the art and science of computing. The current curriculum has not yet adjusted to the larger variety of

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Occupational Education and Mathematics: Ownership Makes the Differencestanding of institutional mission and the fit of specific programs into that mission. The community college philosophy which was best conceptualized by President Truman’s Commission on Higher Education in 1947 revealed essential characteristics to make community colleges truly a “community” resource

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Reflections on Basic Mathematics Programs in the Two-Year Collegetion recalls some of the factors which contributed to the growth of these programs in the 1960’s and 70’s. The second addresses the question how well basic math programs, as they have developed, actually work. The third contains suggestions for making these programs work even better. And finally, th

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Liberal Arts Mathematics— Cornerstone or Dinosaur ? liberal arts mathematics in the two-year colleges have dropped from 72,000 to a low of 19,000 in 1981. This paper explores some of the reasons for this decline and then looks toward the future and asks the question, “Can or should the old ‘great ideas’ mathematics course be revitalized to fit the n

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Discrete Topics in the Undergraduate Mathematics Curriculum: How Big A Step Should We Take ?into the undergraduate mathematics curriculum. The present article is intended as an overview of how discrete mathematical topics can be incorporated into the standard mathematics offerings in the two-year college curriculum.

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Calculators Do More Than Compute State and with twelth grade students who have no skills in elementary algebra..The approach described is highly numerical and depends on concrete problem situations to suggest key concepts of algebra. Calculators are used to give students greater confidence, to get them past arithmetic difficulties