2:15 p.m. An integrated science/mathematics major for pre-service elementary teachers. John T. Kemper*, University of St. Thomas
(871-96-272)
2:40 p.m. Conceptual foundations of statistics: A technological and constructivist approach. Marsha Davis*, Mount Holyoke College
(871-62-255)
3:05 p.m. Supporting high ability students through the American Regions Mathematics League (AMRL) - Soviet Exchange Program. Mark Saul*, Bronxville School, Bronxville, New York and American Regions Mathematics League, New York, New York
(871-97-229)
3:30 p.m. Minority students' academic development in mathematics: Programmatic concerns and implications for mathematics education. Charles H. Roberts*, Michigan State University
(871-98-277)
3:55 p.m. Small study groups for general student audiences. Richard J. Maher*, Loyola University of Chicago
(871-98-101)
4:20 p.m. Distance learning projects within the Nebraska systemic initiative. Donald W. Miller*, University of Nebraska, Lincoln
(871-97-230)
4:45 p.m. Problem solving: Comparing choices of natural language in elementary mathematics textbooks. R. Daniel Hurwitz*, Skidmore College
Regina Hartmann, Skidmore College
(871-96-529)
5:10 p.m. EVERY Student succeeds. Kenneth C. Millett*, University of California, Santa Barbara
(871-98-522)
5:35 p.m. Developing leadership for mathematics education: What is (should be) the University's role? Philip Wagreich*, University of Illinois, Urbana-Champaign
(871-98-600)
8:00 a.m. Integrating problem solving and technology into mathematics teaching: A leadership and training project. Elias Toubassi*, University of Arizona, Tucson
(871-98-276)
8:25 a.m. A description of a special in-service calculus course for high school teachers. Peter Braunfeld*, University of Illinois, Urbana-Champaign
(871-97-254)
8:50 a.m. Enhancing mathematics education using technology - the Arizona experience. David Lovelock*, University of Arizona
(871-98-531)
9:15 a.m. Geometry and the imagination. Jane Gilman*, Rutgers University, Newark
(871-98-366)
9:40 a.m. Assessment and mathematics education reform. Alfred Manaster*, University of California at San Diego, La Jolla
(871-97-521)
10:05 a.m. Real mathematics from the start. Nancy N. Casey*, Washington State University
Michael Fellows, University of Victoria
(871-96-519)
10:30 a.m. Resources for mathematics reform. Mark Driscoll*, Educational Development Center, Massachusetts
(871-96-212)
8:00 a.m. An overview of vertically integrated projects. Judith S. Sunley*, National Science Foundation
(871-98-436)
8:05 a.m. DIMACS, a vertically integrated center. Daniel Gorenstein*, Rutgers University, Piscataway
(871-97-523)
8:20 a.m. DIMACS education programs. Joseph G. Rosenstein*, Rutgers University, New Brunswick
(871-97-520)
8:40 a.m. The geometry center. Albert Marden*, University of Minnesota, Minneapolis
(871-99-301)
8:55 a.m. Vertically integrated education programs at the geometry center, Minneapolis, MN. Harvey Keynes*, University of Minnesota, Minneapolis
(871-98-256)
9:15 a.m. Regional institute in dynamical systems at Boston University. Robert L. Devaney*, Boston University
(871-98-233)
9:30 a.m. Report on contemporary mathematics and technology as a driving force for educational reform. Jonathan Choate*, Groton School, Groton, Massachusetts
(871-98-195)
9:45 a.m. The Regional Geometry Institute, Park City: A mathematician's apology. Herb Clemens*, University of Utah
(871-98-273)
10:00 a.m. The regional geometry institute as a cross-cultural experience. Naomi D. Fisher*, University of Illinois, Chicago
(871-97-211)
10:15 a.m. Geometry in the machine age: The five college regional geometry institute. Donal O'Shea*, Mount Holyoke College
(871-98-589)
10:30 a.m. The education side of the Five Colleges Regional Geometry Institute. P. Martin Conway*, Granby, Massachusetts
(871-97-618)