The Mathematical Association of America Writing Team for the CUPM Curriculum Guide 2004 Harriet Pollatsek, chair, Mt. Holyoke College Bill Barker, Bowdoin.

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The Mathematical Association of America Writing Team for the CUPM Curriculum Guide 2004 Harriet Pollatsek, chair, Mt. Holyoke College Bill Barker, Bowdoin College David Bressoud, Macalester College Susanna Epp, DePaul University Susan Ganter, Clemson University Bill Haver, Virginia Commonwealth University

The Mathematical Association of America Common themes in CUPM 1981, 1991, 2004 Reasoning and analytical skills Interplay of applications, problem solving, and theory Broad, flexible major for diverse student goals Take advantage of technology Recruit and nurture majors; good advising Include data analysis and discrete mathematics in major

The Mathematical Association of America Common themes in CUPM 1981, 1991, 2004 Reasoning and analytical skills Interplay of applications, problem solving and theory Broad, flexible major for diverse student goals Take advantage of technology Recruit and nurture majors; good advising Include data analysis and discrete mathematics in major

The Mathematical Association of America New themes, CUPM 2004 Look outward and include non-majors Know students, create appropriate goals, evaluate courses and programs (assessment) Emphasize mathematical thinking and communication in all courses, incremental approach Promote interdisciplinary cooperation, joint majors Alternative routes to the major Provide support for faculty working on these changes Provide examples of good practice!

The Mathematical Association of America Six General Recommendations 1. Understand the student population and evaluate courses and programs. Assessment Practices in Undergraduate Mathematics, Gold et al MAA project Supporting Assessment in Undergraduate Mathematics

The Mathematical Association of America Six General Recommendations 2. Develop mathematical thinking and communication skills. Mathematics: “The most important task of the first two years is to move students from a procedural/computational understanding of mathematics to a broad understanding encompassing logical reasoning, generalization, abstraction, and formal proof. The sooner this can be accomplished, the better.” —Curr. Fdns. Proj.

Consortium for Mathematics and Its Applications Journal of Online Mathematics and its Applications The Mathematical Association of America Six General Recommendations 3. Communicate the breadth and interconnections of the mathematical sciences.

The Mathematical Association of America Six General Recommendations 4. Promote interdisciplinary cooperation. Curriculum Foundations Project: Voices of the Partner Disciplines

The Mathematical Association of America Six General Recommendations 5. Use computer technology to support problem solving and to promote understanding. “The view of programming as consisting only of if-then, do-while, and a few other structures is several decades behind the current state of the art …If a person needs to learn a programming language in the future, the best basis is to know one of the state-of-the-art languages of today.”

The Mathematical Association of America Six General Recommendations 6. Provide faculty support for curricular and instructional improvement. “There should be clear standards of excellence for those whose greatest achievements are in teaching or other educational activities, and faculty who meet those standards should share in faculty rewards, both financially and through promotion in rank.” AMS report Towards Excellence

The Mathematical Association of America Supplementary Recommendations for Specific Student Audiences A.General education or introductory courses, B.Majors in partner disciplines, elementary & middle school teachers, C.Majors in mathematical sciences, D.Secondary school teachers, majors preparing for non-academic workforce, majors preparing for graduate school.

The Mathematical Association of America The Guide and its companion Illustrative Resources are available at Illustrative Resources A web-based supplement to CUPM Guide Illustrative Resources describes courses, programs, curricular materials, articles, etc. that illustrate ways the recommendations can be implemented at varied institutions.

The Mathematical Association of America The Guide and its companion Illustrative Resources are available at This Power Point presentation can be downloaded from