1990 Joint Mathematics Meetings, Program by Special Session
AMS Meeting Program by Special Session
Current as of Tuesday, April 12, 2005 15:08:41
1990 Joint Mathematics Meetings
Louisville, KY, January 17-20, 1990
Joseph A Cima, AMS firstname.lastname@example.org
Kenneth A Ross, MAA email@example.com
AMS Special Session on Mathematics and Education Reform
Thursday January 18, 1990, 7:00 a.m.-9:50 a.m.
AMS Special Session on Mathematics and Education Reform, I
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
The role of teachers in mathematics education reform.
Joseph Rosenstein*, Rutgers University, New Brunswick
Creative involvement of the very young.
Arnold Ross*, Ohio State University, Columbus
Programs for mathematically talented city elementary and high school students.
Paul J. Sally, Jr.*, University of Chicago
Teaching via problem-solving in a semi-directed format.
Bert Fristedt*, University of Minnesota, Minneapolis
Can we maintain our research programs and still do something useful for school mathematics?
C. Herbert Clemens*, University of Utah
The role of mathematicians in state coalitions.
Harvey B. Keynes*, University of Minnesota, Minneapolis
Saturday January 20, 1990, 7:00 a.m.-9:50 a.m.
AMS Special Session on Mathematics and Education Reform, II
Some ideas and programs regarding pre-college mathematics education.
Richard A. Alo*, University of Houston, Downtown
Testing, mathematics preparation, and success in college.
Franklin Demana*, Ohio State University, Columbus
Problem solving: Mathematicians and teachers working together.
Thomas Berger*, National Science Foundation
The university and precollege educational interface: Using master teachers in the university environment.
Raymond O. Wells, Jr.*, Rice University
Mathematicians in the elementary school: Curriculum and implementation issues.
Philip Wagreich*, University of Illinois, Chicago
Obstacles to change: The implications for undergraduate mathematics of the NCTM standards.
T. Christine Stevens*, Saint Louis University
Neglected connections: Teaching mathematics to a changing population.
Uri Treisman*, University of California, Berkeley