Document Type

Conference Proceeding

Publication Date

6-2-1995

Abstract

No one concerned about the teaching of college mathematics--and few mathematicians who are not concerned--can have missed the movement to reform teaching in the mathematical sciences at all levels. The teaching of any active branch of knowledge, like the church, is of course "reforming and ever to be reformed." Calls to modernize what we offer students are always with us. What is striking about the current reform movement is not only its momentum but the fact that it centers on pedagogy rather than on content. We ought, say the reformers, to radically alter our style of teaching. My purpose in this paper is not to describe the wheel once again, but to stimulate discussion by pointing to a more numerous set of issues that are beginning to emerge from the melee.

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