For a number of years the movement to reform the content and processes of mathematics education has gained momentum. At this time the consensus of professional thought based on student performance is that the old methods of teaching based on performance objectives have failed. As a result, these must be replaced from kindergarten through college by methods which emphasize hands-on activities and thereby actively involve the learner in the educational process and which promote the development of higher order cognitive skills. It is also the consensus that this process will develop students who are mathematically and scientifically literate and who are well-equipped to function in and to contribute to a complex, technologically-based society. The processes necessary to effect the desired transformation in the mathematical education of our children have been codified in the National Council of Teachers of Mathematics (NCTM) Standards, while those necessary to effect essential changes in the education of their teachers have been documented in the Mathematical Association of America (MAA) publication, A Call for Change.



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