Martin,
I agree completely with the first two. I'm not familiar with the last. In
case some of you don't have access to the AMATYC standards and for the
purpose of discussion, I've appended a list.
Roberta
AMATYC
FRAMEWORK FOR MATHEMATICS STANDARDS
(From the "Standards for Introductory College Mathematics Before Calculus")
Standards for Intellectual Development
(I-1) Problem Solving:
Students will engage in substantial mathematical problem solving.
(I-2) Modeling:
Students will learn mathematics through modeling real-world situations.
(I-3) Reasoning:
Students will expand their mathematical reasoning skills as they develop
convincing mathematical arguments.
(I-4) Connecting with other disciplines:
Students will develop the view that mathematics is a growing discipline,
interrelated with human culture, and understand its connections to other
disciplines.
(I-5) Communicating:
Students will acquire the ability to read, write, listen to, and speak
mathematics.
(I-6) Using technology:
Students will use appropriate technology to enhance their mathematical
thinking and understanding and to solve mathematical problems and judge the
reasonableness of their results.
(I-7) Developing Mathematical Power:
Students will engage in rich experiences that encourage independent,
nontrivial exploration in mathematics, develop and reinforce tenacity and
confidence in their abilities to use mathematics, and inspire them to pursue
the study of mathematics and related disciplines.
Standards for Content
(C-1) Number Sense:
Students will perform arithmetic operations, as well as reason and draw
conclusions from numerical information.
(C-2) Symbolism and Algebra:
Students will translate problem situations into their symbolic
representations and use those representations to solve problems.
(C-3) Geometry:
Students will develop a spatial and measurement sense.
(C-4) Function:
Students will demonstrate understanding of the concept of function by
several means (verbally, numerically, graphical, and symbolically) and
incorporate it as a central theme into their use of mathematics.
(C-5) Discrete mathematics:
Students will use discrete mathematical algorithms and develop combinatorial
abilities in order to solve problems of finite character and enumerate sets
without direct counting.
(C-6) Probability and Statistics:
Students will analyze data and use probability and statistical models to
make inferences about real-world situations.
(C-7) Deductive Proof:
Students will appreciate the deductive nature of mathematics as an
identifying characteristic of the discipline, recognize the roles of
definitions, axioms, and theorems, and identify and construct valid
deductive arguments.
Standards for Pedagogy
(P-1) Teaching with Technology:
Mathematics faulty will model the use of appropriate technology in the
teaching of mathematics so that students can benefit from the opportunities
it presents as a medium of instruction.
(P-2) Interactive and Collaborative Learning:
Mathematics faculty will foster interactive learning through student
writing, reading, speaking, and collaborative activities so that students
can learn to work effectively in groups and communicate about mathematics
both orally and in writing.
(P-3) Connecting with Other Experiences:
Mathematics faculty will actively involve students in meaningful mathematics
problems that build upon their experiences, focus on broad mathematical
themes, and build connections within branches of mathematics and between
mathematics and other disciplines so that students will view mathematics as
a connected whole relevant to their lives.
(P-4) Multiple Approaches:
Mathematics faulty will model the use of multiple approaches-numerical,
graphical, symbolic, and verbal-to help students learn a variety of
techniques for solving problems.
(P-5) Experiencing Mathematics:
Mathematics faculty will provide learning activities, including projects
and apprenticeships, that promote independent thinking and require sustained
effort and time so that students will have the confidence to access and use
needed mathematics and other technical information independently, to form
conjecture from an array of specific examples, and to draw conclusions from
general principles.
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Roberta S. Lacefield
RSL094@fox.way.peachnet.edu
Waycross College
2001 S. Georgia Pkwy
Waycross, GA 31503
(912) 285-6027
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Note: The opinions expressed here are constantly mutating and
may already have changed by the time you read this.