TUM-manuscript-030612 (PDF 3.91 MB)

Ten years ago the AMS report Towards Excellence argued that to ensure their institution’s commitment to excellence in mathematics research, doctoral departments must pursue excellence in their instructional programs. Mathematicians in all collegiate institutions, from community college faculty to those who work in research intensive doctoral institutions, share the common mission of teaching mathematics to undergraduate students, and the common problem that the transitions from high school to college and from a 2-year to a 4-year college are extremely difficult for many students. How successfully they accomplish this part of their mission has a major impact on how they are viewed by their administration and how well mathematics is supported at their institutions.

The following questions will guide the workshop design:

Research: What does research tell us about how undergraduate students learn mathematics? Are we listening to and learning from that research?

Curriculum: How do considerations of design and assessment of courses and programs enhance the success of our teaching? What works at different types of institution (community colleges, four-year liberal arts colleges, comprehensive universities, and research intensive universities) and different student audiences (mathematics majors, engineers, scientists, elementary teachers, business majors)?

Pedagogy: How does the way we teach influence our ability to recruit students to mathematically intensive disciplines or to retain the students we have? Can research experiences (as envisioned by NSF’s PRISM or UBM programs) play an important role in exciting students to learn mathematics? How can technology be harnessed to help undergraduates learn mathematics and to help departments deliver instruction efficiently?

Articulation with High Schools: What mathematical knowledge, ability, and habits does a high school graduate need for success in mathematics in college? Do AP and concurrent enrollment courses lead to the same learning as their traditional on-campus counterparts? Is there a need for greater articulation of high school and collegiate mathematics? What mathematical and cultural problems do students have in their transition from high school to college, and what programs should colleges have that address these problems?

The audience for the workshop includes mathematicians, mathematics educators, classroom teachers and education researchers who are concerned with improving the teaching and learning of mathematics in our undergraduate classrooms. The workshop will showcase courses, programs and materials whose goal is to increase students’ knowledge of mathematics, with an emphasis on those that show promise of being broadly replicable.

Sponsored by:


Accommodations:

A block of rooms has been reserved at the Rose Garden Inn. Reservations may be made by calling 1-800-992-9005 OR directly on their website. Click on Corporate at the bottom of the screen and when prompted enter code MATH (this code is not case sensitive). By using this code a new calendar will appear and will show MSRI rate on all room types available.
The cut-off date for reservations is April 27, 2009.

A block of rooms has been reserved at the Hotel Durant. Please mention the workshop name and reference the following code when making reservations via phone, fax or e-mail: 0905MSRITE. The cut-off date for reservations is April 15, 2009. Our NEW ROOM RATE $139/ night!

Funding

Important