1:15 p.m. Varieties of educational experience in mathematics. Naomi Fisher*, University of Illinois, Chicago
(863-98-227)
1:40 p.m. Twenty years of experimentation. David C. Kelly*, Hampshire College
(863-98-688)
2:05 p.m. Teaching students to "think mathematically" in a problem solving course. Alan H. Schoenfeld*, University of California, Berkeley
(863-98-338)
2:30 p.m. Alliances, networks, collaboratives, coalitions: Will they last? Joan R. Leitzel*, National Science Foundation
(863-97-316)
2:55 p.m. Another intervention program. Carolyn Mahoney*, California State University, San Marcos
(863-97-691)
7:00 a.m. Successful mathematics programs at the University of Texas at Austin. Michael Starbird*, University of Texas, Austin
(863-98-526)
7:30 a.m. Mr. Pythagoras goes to Hollywood. Tom M. Apostol*, California Institute of Technology
(863-97-226)
8:00 a.m. Calculus reform: Changing students' perceptions of mathematics from mimicing to thinking. Deborah Hughes Hallett*, Harvard University
(863-98-860)
8:30 a.m. The San Antonio prefreshman engineering program: A mathematics based minority intervention program. Manuel Berriozabal*, University of Texas, San Antonio
(863-97-51)
9:00 a.m. Mathematics education reform: Hard lessons learned well. Shirley A. Hill*, University of Missouri, Kansas City
(863-98-834)
9:30 a.m. Can mathematicians be involved in education and still survive in the profession? Harvey B. Keynes*, University of Minnesota, Minneapolis
(863-98-178)
12:15 p.m. Some observations from 30 years experience in mathematics education. Andrew Gleason*, Harvard University
(863-98-859)
12:35 p.m. A program for high school teachers on mathematics and its applications. Deborah Tepper Haimo*, University of Missouri, St.\ Louis
(863-98-290)
12:55 p.m. Understanding misunderstandings in mathematics. Leon Henkin*, University of California, Berkeley
(863-98-508)
1:15 p.m. Educational reform and the professional societies. William Jaco*, American Mathematical Society, Providence, Rhode Island
(863-98-870)
1:35 p.m. Mathematical education from Kindgergarten through the University. William P. Thurston*, Princeton University
(863-98-690)
1:55 p.m. Education and the research community. Michael Reed*, Duke University
(863-98-554)
2:05 p.m. National goals and agenda Ray C. Shiflett*, Mathematical Sciences Education Board, Washington, DC
(863-98-774)
2:15 p.m. Fostering the involvment of researchers in education-oriented programs. Judith S. Sunley*, National Science Foundation
(863-98-839)
2:25 p.m. Symposium on perspective on the roles of research mathmaticians and education reform. Marcia P. Sward*, The Mathematical Association of America
(863-98-798)
2:35 p.m. Faculty roles in recruiting mathematics majors. Uri Treisman*, Swarthmore College
(863-98-555)
7:25 a.m. Launching a young scholars program. David Fried*, Boston University
(863-97-689)
7:50 a.m. Helping teachers teach teachers: The American mathematics project. Philip A. Daro*, University of California, Oakland
(863-97-552)
8:15 a.m. An interim report on the college preparatory mathematics: Major change from within project. Elaine A. Kasimatis*, California State University, Northridge
Judith Kysh, University of California, Davis
G. Thomas Sallee, University of California, Davis
(863-97-636)
8:40 a.m. Supporting the involvement of mathematicians and scientists in education reform. Philip Wagreich*, University of Illinois, Chicago
(863-98-553)
9:05 a.m. Teaching via problem-solving in a semi-directed format. Bert Fristedt*, University of Minnesota, Minneapolis
(863-97-542)
9:30 a.m. Calculus based upon student invention of concepts and techniques needed to solve problems. Robert B. Davis*, Rutgers University, New Brunswick
(863-97-385)