7:00 a.m. A mathematician's odyssey: From semigroups to support groups - developing leadership for improving mathematics instruction in the schools. Julian Weissglass*, University of California, Santa Barbara
(854-96-136)
7:25 a.m. The role of teachers in mathematics education reform. Joseph Rosenstein*, Rutgers University, New Brunswick
(854-97-141)
7:50 a.m. Creative involvement of the very young. Arnold Ross*, Ohio State University, Columbus
(854-97-140)
8:15 a.m. Programs for mathematically talented city elementary and high school students. Paul J. Sally, Jr.*, University of Chicago
(854-97-542)
8:40 a.m. Teaching via problem-solving in a semi-directed format. Bert Fristedt*, University of Minnesota, Minneapolis
(854-98-143)
9:05 a.m. Can we maintain our research programs and still do something useful for school mathematics? C. Herbert Clemens*, University of Utah
(854-98-145)
9:30 a.m. The role of mathematicians in state coalitions. Harvey B. Keynes*, University of Minnesota, Minneapolis
(854-98-142)
7:00 a.m. Some ideas and programs regarding pre-college mathematics education. Richard A. Alo*, University of Houston, Downtown
(854-97-147)
7:25 a.m. Testing, mathematics preparation, and success in college. Franklin Demana*, Ohio State University, Columbus
(854-97-144)
7:50 a.m. Problem solving: Mathematicians and teachers working together. Thomas Berger*, National Science Foundation
(854-97-146)
8:15 a.m. The university and precollege educational interface: Using master teachers in the university environment. Raymond O. Wells, Jr.*, Rice University
(854-97-164)
8:40 a.m. Mathematicians in the elementary school: Curriculum and implementation issues. Philip Wagreich*, University of Illinois, Chicago
(854-96-137)
9:05 a.m. Obstacles to change: The implications for undergraduate mathematics of the NCTM standards. T. Christine Stevens*, Saint Louis University
(854-98-139)
9:30 a.m. Neglected connections: Teaching mathematics to a changing population. Uri Treisman*, University of California, Berkeley
(854-98-138)