Members: Gunnar Carlsson, Phil Curtis, Dan Fendel, Neal Koblitz, Anneli Lax (Discussion Leader), Judith Roitman, Tom Sallee (Reporter), Martin Scharlemann, Alina Stancu, Abigail Thompson, David Wright, William Yslas Velez

Questions for Day 1

• • What work with high schools have you been involved in? (Visiting classes, inservice, co-op programs, programs for high school students, summer courses, faculty volunteering in high schools.)

• • Which were fruitful and which weren't?

• • Do you have any programs for teacher training at your institution?

Questions for Day 2

• • What do you think is the appropriate role for university faculty in the development of high school curricula and teaching methods?

• • What strategies do you recommend to improve the communication between local high schools and your institution?

• • How do you think your institution can help high school students learn mathematics?

It is too easy for university mathematics faculty to bemoan the preparation and the attitudes toward learning that our entering freshmen exhibit. In fact university faculty can play an active role in helping high schools to prepare their students for college and university learning. It should be noted explicitly that the “high school method” of learning and the “college/university” method of learning are quite distinct. And students must be shown what the difference is and then taught how to pass from one mode of learning to the next. Certainly cooperation between high schools and colleges can play a major role in making such a program effective.

Recommendations

• 1. Mathematics departments, in partnership with other faculty responsible for teacher education, should establish strong links with local pre-college institutions. This partnership should involve activities that entail exchange of faculty and administrators.