Curriculum and Pedagogy Reform at Two-Year Colleges: Moving Beyond Myths to Standards

最近数学界对微积分的关注和针对K-12教师的NCTM标准的制定为考虑在两年制大学教授的数学课程和在该国其他高等教育机构教授的低年级数学课程提供了一个框架。这些课程是连续性和管道问题的重要组成部分，也是学生在数学导向的研究领域中不继续学习的一般数学需求。美国两年制大学数学协会（AMATYC）正在领导设计大学数学系统改革的框架，包括微积分课程。第一阶段是由AMATYC、MAA和NCTM的领导人以及其他积极参与创新数学课程和标准开发的人组成的AMATYC国家指导委员会会议。在第二阶段，将召开国家特别工作组的小型特邀会议，以确定制定2年制大学及以下年级数学标准的指导方针，并制定在2年制大学和学院之间就数学改革达成共识的计划。

The recent focus in the mathematical community on calculus and the development of the NCTM Standards for K-12 teachers is providing a framework to consider mathematics courses taught at two-year colleges and lower division mathematics courses taught at other institutions of higher education in this country. These courses are important elements in continuum and pipeline issues, as well as general mathematical needs of students not continuing in mathematically oriented fields of studies. The American Mathematical Association of Two-Year Colleges (AMATYC) is undertaking a leadership role in designing a framework for systemic reform of college mathematics in the curriculum leading to calculus. The first stage is a meeting of an AMATYC National Steering Committee consisting of leaders of AMATYC, MAA, and NCTM as well as others actively involved in the development of innovative mathematics curricula and Standards . In the second stage a small invited conference of a National Task Force is being held to establish guidelines for the development of a set of Standards for two-year college and lower division mathematics and to formulate a plan to build consensus for mathematics reform among two-year college and university constituencies.