Mathematical Sciences: 1992-1994 Summer Mathematics Institutes for Minority Undergraduates

少数民族学生暑期数学学院是一个为期六周的寄宿暑期学院，每年将容纳大约30-36名来自美国和波多黎各的少数民族本科生。每位学生将以优异的成绩完成两年或两年以上的大学数学课程。学生们将参加两个密集的研讨会，从至少四个提供的研讨会中进行选择，这些研讨会旨在使他们能够深入探讨数学主题，并体验创造数学的兴奋。所有研讨会的共同重点是帮助学生提高数学语言的流利性，包括书面和口头语言。总体目标是帮助学生进行重要的转变：从学习算法到创建算法，从学习定义到识别数学景观的显著特征并创建定义，从学习特定的定理和主题到利用数学互联的力量--也就是从学习数学到做数学。这些研究所将由加州大学伯克利分校和德克萨斯大学奥斯汀分校数学系、加州大学伯克利分校专业发展计划和德克萨斯大学奥斯汀数学和科学教育达纳中心四方联合运作。这些研究所将在加州大学伯克利分校和德克萨斯大学奥斯汀分校每隔一年举办一次，并将在1990年和1991年举办的成功研究所的基础上再接再厉。暑期学院被认为是旨在增加历史上代表性不足的少数群体参与数学和依赖数学的职业的国家战略的一部分。主要目标是大幅增加从事数学职业的少数族裔本科生的数量。

The Summer Mathematics Institute for Minority Students is a six-week residential summer institute which each year will accommodate approximately 30-36 minority undergraduates from the United States and Puerto Rico. Each student participant will have completed two or more years of collegiate mathematics with distinction. The students will participate in two intensive seminars, chosen from at least four offered, which have been designed to enable them to explore a mathematical topic in depth and to experience the excitement of creating mathematics. A principal emphasis common to all seminars is helping students to develop increased fluency with mathematical language, both written and oral. The overall goal is to help the students make important transitions: from learning algorithms to creating algorithms, from learning definitions to recognizing the salient features of a mathematical landscape and creating definitions, from learning particular theorems and topics to exploiting the power of mathematical interconnectivity--that is, from learning mathematics to doing mathematics. The Institutes will be operated as a four-way joint project of the Departments of Mathematics at the University of California, Berkeley and the University of Texas at Austin, the Professional Development Program at the University of California, Berkeley, and the Dana Center for Mathematics and Science Education at the University of Texas at Austin. The Institutes will be held in alternate years at the University of California, Berkeley and the University of Texas at Austin and will build on successful institutes held in 1989, 1990, and 1991. The Summer Institutes are conceived as part of a national strategy aimed at increasing the participation of historically under-represented minorities in mathematics and mathematics-dependent professions. The primary goal is to increase substantially the number of minority undergraduates pursuing careers in mathematics.