**Illustrative Resources**- Introduction and Table Of Contents
**Part I - Recommendations for departments, programs and all courses in the mathematical sciences**- 1: Understand the student population and evaluate courses and programs
- Placement Exams
- Mathematical Autobiography
- Advising
- Redesigning Courses and Programs in Response to Information about Students
- Assessing Programs, Courses, and Blocks of Courses
- External Support for Assessing Undergraduate Mathematics
- Assessment Tools for the Classroom
- Gathering Information about Students and Alumni to Improve Programs

- 2: Develop mathematical thinking and communications skills
- Discovery Learning/Inquiry-Based Learning/Problem-Based Learning
- Research on Reasoning and Problem Solving
- Activities to Help Students Learn to Reason and Work Logically to Conclusions
- Strategies for Problem Solving
- Motivating Student Reading
- Specific Techniques to Improve Students' Ability to Read Mathematical Writing
- Use of Mathematical Language in the Classroom
- Mathematical Writing Assignments
- Assessing Students' Skills in Writing Mathematics
- Additional Resources

- 3: Communicate the breadth and interconnections
- 4: Promote Interdisciplinary Cooperation
- 5: Use computer technology to support problem solving and understanding
- 6: Provide faculty support for curricular and instructional improvement

- 1: Understand the student population and evaluate courses and programs
**Part II. Additional Recommendations Concerning ...**- A: Students taking general education or introductory collegiate courses in the mathematical sciences
- A.1: Offer suitable courses
- General Introductory Courses
- Precalculus--New Approaches
- Integrating Precalculus and Calculus
- Introductory Statistics--New Approaches
- College Algebra--New Approaches
- Engaging Students in Project Work
- Quantitative Literacy
- Developing Mathematical and Quantitative Literacy Across the Curriculum
- Offering Choices to Satisfy a General Mathematics Requirement
- Examples of Introductory Course Syllabi
- Support for Faculty Teaching Developmental Mathematics

- A.2: Examine the Effectiveness of College Algebra
- A.3: Ensure the effectiveness of introductory courses

- A.1: Offer suitable courses
- B: Students majoring in partner disciplines & prospective teachers
- B.1: Promote interdisciplinary collaboration
- B.2: Develop mathematical thinking and communication
- B.3: Critically Examine Course Prerequisites
- B.4: Pre-service elementary (K-4) and middle-school (5-8)teachers
- Guidance to Colleges and Universities
- Programs for Elementary Teachers
- Programs for Middle School Teachers
- Programs for All Grade Levels
- Research to Practice ’ Elementary and Middle School Teachers
- Programs for Mathematicians Teaching Future Teachers
- Use of Video in Teacher Preparation
- Additional Resources

- C: Students majoring in themathematical sciences
- Examples of Effective Majors
- Descriptions of Some Programs at Schools with a Large Number of Mathematics Majors
- C.1: Develop mathematical thinking and communication skills
- C.2: Develop skill with a variety of technological tools
- C.3: Provide a broad view of the mathematical sciences
- A General Resource
- Discrete Mathematics and Data Analysis
- Geometry and Geometric Thinking
- Statistic and Probability and Data Analysis
- Linkages ’ Algebra and Discrete Mathematics
- Linkages - Algebra and Geometry
- Linkages ’ Number Theory and Geometry
- Linkages - Complex Variables and Geometry
- Linkages ’ Probability and Analysis
- Powerful Applications and Contemporary Questions
- Breadth of Mathematics and Connectedness to other Disciplines
- Broader and More Flexible Major

- C.4: Require study in depth
- C.5: Create interdisciplinary majors
- C.6: Encourage and nurture mathematical sciences majors

- D: Mathematical sciences majors with specific career goals

- A: Students taking general education or introductory collegiate courses in the mathematical sciences
- Annotated Bibliography