8:00 a.m. Down the Slippery Slope - Getting Involved in Pre-college Education Philip Wagreich*,
(918-96-663)
8:30 a.m. The Math Circle Ellen F Kaplan, Commonwealth School
Robert L. Kaplan*, Harvard University
(918-97-598)
9:00 a.m. Mathematics and Education Reform Improving the Quality of Mathematics Education in California The California Mathematics Project Nicholas A. Branca*, San Diego State University
(918-98-621)
9:30 a.m. Involving the Lay Community in Their Children's Mathematics Education: A Fifteen-Year Perspective Virginia Helen Thompson*, University of California at Berkeley
(918-96-675)
10:00 a.m. A Course on Using Technology to Teach Geometry Heidi Burgiel*, The Geometry Center
(918-98-192)
10:30 a.m. How Geometry Course Can Be Improved By New Information Technology Moisey Guysinsky, Penn State University
Svetlana Katok, Penn State University
Serge Khanvin, Moscow State University
Anatoli Kouchnirenko*, Penn State University
(918-98-1318)
2:15 p.m. Michigan Calculus: What we've done and where we go next Mort Brown*, University of Michigan
(918-I1-1277)
2:45 p.m. The Evaluation Process for Duke University's Project CALC Jack Bookman*, Duke University
(918-98-913)
3:15 p.m. The Role of Mathematical Knowledge in Teaching: What Do We Know And What Do We Need To Learn? Deborah Loewenberg Ball*, University of Michigan
(918-96-902)
3:45 p.m. Making Research in Mathematics Education relevant to Research Mathematicians David O Tall*, University of Warwick UK
(918-98-951)
4:15 p.m. School Mathematics in the United States: Report from the Third International Mathematics and Science Study. William H. Schmidt*, Michigan State University
(918-97-1488)
4:45 p.m. Viewing Eighth Graders' Opportunity to Learn: Results from U.S. TIMSS Population 2 John A. Dossey*,
(918-96-467)
5:15 p.m. Opportunities to Learn in 8th Grade Mathematics Classrooms in the Japan, Germany, and the United States: Content Comparisons Based on Videotaped Lessons. Alfred B. Manaster*, University of California, San Diego
(918-97-1273)
5:45 p.m. TIMSS: Policy, Practice, and K-12 Articulation Implications Daniel L. Goroff*,
Joan Ferrini-Mundy,
(918-97-1084)
8:00 a.m. Redesigning the Calculus Sequence at a Research University Harvey Keynes*, University of Minnesota--Twin Cities
(918-98-1015)
8:30 a.m. Education issues discussed where they are most needed; the MER conference. Doris Y Chiang*, University of Minnesota
Robert J Hesse, University of Minnesota
(918-98-1463)
9:00 a.m. Conclusions and recommendations from the MER graduate student conference Michael S Keynes*, University of Washington
Michael S Ira, University of Nebraska at Lincoln
(918-98-1007)
9:30 a.m. Lessons from Project PROMPT about our role as Educators of Teachers Phyllis Z. Chinn*, Humboldt State Universtiy
Dale R. Oliver, Humboldt State University
(918-96-518)
10:00 a.m. Standards-based Curricula: Implications for Teacher Education Programs. Elizabeth A Phillips*, Michigan State University
(918-97-538)
10:30 a.m. To teach real mathematics, you had better know some Paul J. Sally, Jr.*, University of Chicago
(918-96-1399)
11:00 a.m. Establishing priorities in Mathematics programs for prospective elementary school teachers - agreements and differences of opinion emerging from collaborative relationships Rosamond Welchman*, Brooklyn College, City University of New York
(918-96-963)
11:30 a.m. Building an Inclusive Advanced Placement Program Efraim P. Armendariz*, University of Texas at Austin
(918-97-430)