In regard to the specific curriculum, there is an emphasis on story problems in order to relate calculus to the real world (problem centered curriculum). Pedagogical changes ask faculty to become more of a facilitator of group projects and active learning. Faculty listen to students as they try to develop understanding, identify gaps in knowledge, and ways to clarify what they have just learned. Teaching becomes a human experience of relating to students not just communicating a body of knowledge. Small class size is necessary for the development of trust needed for students to engage in discussion and take risks in learning. Small class size also allows for detailed feedback on homework. New uses of interactive mathematics texts through a grant through IBM.
Connection to other reforms:Science Reform
Model Institutions:University of Michigan,
Duke, Purdue,
Haverford College, Harvard University, University of Minnesota, University
of Maryland; University of Arizona; Seattle Central Community College
Web Site: http://www.math.ok
state.edu/archives/calcrefm.html
Types of institutions: Research University
Duration: Since 1988.
Source list of institutions: Mathematical Association of America
Contact for further information: Lynn Steen, Mathematical Science Board; Robert Cole, Evergreen State
Outcomes: Critical thinking, problem solving, writing, cooperative skills, geometric visualization, and quantitative reasoning.
Process: Reform Calculus involves modified curriculum, textbook and pedagogy as well as smaller class size
K-12 parallel:
Origination of reform: Association or national level
Support: Government grant-NSF
Linking Characteristic 1: Collaboration
Linking Characteristic 2: Making environments smaller
Linking Characteristic 3:
Linking Characteristic 4:
Assessment? Yes
Resistances: Many of the resistances to Reform Calculus are similar to the resistance to science reforms. Student culture is seen as a barrier as students often feel they are not being taught and are resentful and skeptical as a result. Faculty and students are both frustrated at times because these classes move more slowly than traditional classes. Specifically, there is a perception that students are not learning as much content as they should
Evolution/History: Evolved out of studies.
Major sources:
Assessment in Reform Calculus. The Washington Center.
Brackebusch, Ann. (1993.) Initiating Reform at Olympic College. Washington Center News, 7(2), 14-15.
Cole, Robert S. (1993.) Calculus Reform and the Revitalizing of Mathematics Education. Washington Center News, 7(2), 1-2.
Cole, Robert S. (1996.) Changing Teaching; Changing Teachers; The Impact of Calculus Reform. Washington Center News, 10(1), 1-2.
Committee on the Mathematical Sciences in the Year 2000. (1991.) Moving Beyond Myths: Revitalizing Undergraduate Mathematics. Washington, DC: National Academy Press.
Dick, Thomas. (1990-96) Issues in Mathematics Education, Vols. 1-6. Providence, RI: American Mathematical Society.
Douglas, Ronald, ed. Toward a Lean and Lively Calculus. The Mathematical Association of America, (1986), MAA Notes #6.
Fraga, Robert, ed. Calculus Problems for a New Century. The Mathematical Association of America, (1993), MAA Notes #28.
From Analysis to Action: Undergraduate Education in Science, Mathematics, Engineering and Technology.
Hughes Hallett, Deborah and Gleason, Andrew M. (1994.) Calculus. John Wiley and Sons.
Leinbach, L. Carl, ed. The Laboratory Approach to Teaching Calculus. The Mathematical Association of America, (1991), MAA Notes #20.
Nicklin, Julie L. Liberal-arts Educators Unveil a Plan to Improve Undergraduate Programs in Math and Sciences; Chronicle of Higher Education. February 13, 1991.
Ray, Janet. (1993.) Mathematics Program Reform at Seattle Central -- A Case Study Washington Center News, 7(2),18-19.
Righi, Bobby. (1996.) What Students Say about Group Work in Calculus. Washington Center News, 10(1), 8-11.
Smith, David. (1992.) The Calculus Reader. Preliminary edition, Vol. I-III. D.C. Heath.
Steen Lynn, ed. Calculus For A New Century: A Pump, Not a Filter. The Mathematical Association of America, (1988), MAA Notes #8.
Steen, Lynn, ed. Reshaping College Mathematics. The Mathematical Association of America, (1989), MAA Notes #13.
Steen, Lynn, ed. Heeding the Call for Change: Suggestions for Curricular Action. The Mathematical Association of America, (1992), MAA Notes #22.
Steen, Lynn. 20 Questions that Deans Should Ask Their Mathematics Department. Washington Center News, 7 (2), 8-13.
Sterrett, Andrew, ed. Using Writing to Teach Mathematics. The Mathematical Association of America, (1990), MAA Notes #16.
Tucker, Thomas, ed. Priming the Calculus Pump. Innovation and Resources. The Mathematical Association of America, (1990), MAA Notes #17.
University of Michigan. (1993.) New Calculus Program: Progress Report. Unpublished manuscript.
The Washington Center, Winter, 1993 and Winter/Spring 1996
The Washington Center Source Book for Revitalized Calculus. The Washington Center.
Wilson, Robin. (1997.) "Reform Calculus" Has Been a Disaster, Critics Charge. Chronicle of Higher Education, February 7, 1997, A12.
Zimmerman, Walter and Cunningham, Steve, eds. Visualization in Teaching and Learning Mathematics. The Mathematical Association of America, (1990), MAA Notes #19.