Mathematics education: Reform or renewal?
This short paper suggests ``that students in the U.S. today are on the average not well prepared mathematically before entering college'' primarily because ``majority study less than 15 hours a week.'' The author continues: ``These factors must be viewed against an even more disturbing aspect of undergraduate life in the U.S.: alcohol consumption.'' The author does not agree with ``the answers [to these problems] provided by the bulk of the reform movement: increased use of (1) calculators, (2) computer laboratories, (3) group projects, (4) team papers; decreased use of (1) lectures, (2) paper and pencil work and drill.'' In fact, the author believes that drills ``serve to reinforce and accompany the development of mathematical maturity.'' The author quotes Paul Halmos in a complete agreement: ``All that we are professionally able to do, is to insist on raising the quality of \textit{primary} and \textit{secondary} education by establishing and maintaining a high quality in \textit{college} courses, by insisting on and strictly enforcing severe prerequisites, and by encouraging and properly training prospective grade school and high school teachers.'' (Reviewer has added Italics.) The author concludes with the call for ``renewal rather than reform'' of mathematical education. To this reviewer the paper appears to be too simplistic, categorical and free of particulars.
scientific article; zbMATH DE number 1184408