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Problem Solving and Modeling in the First Two Years

In: The Future of College Mathematics

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  • William F. Lucas

    (Cornell University)

Abstract

Mathematical education is currently confronted with a variety of substantial problems. This paper discusses three of these problems which are related to the role of finite mathematics and its appropriate place in the undergraduate curriculum. First, there is the pressing problem of how to incorporate important new mathematical subjects and discoveries into an already crowded curriculum, including discrete topics at the elementary level. Second, there is the recently emerging problem that the mathematical community, except for computer science, is very rapidly losing its base of talented young people. Third, there is the question of how to design courses which give due attention to the revolution and needs in discrete mathematics and are worthy enough to compete with traditional calculus courses. It is important in addressing this first problem of the “curriculum crunch” to not overlook the second problem of “diminishing base” which could be devastating to the health of the general mathematical sciences if allowed to continue for long. It is also not clear to many that we have yet come up with the appropriate finite mathematics courses to take a major slot in the freshman-sophomore years of college.

Suggested Citation

  • William F. Lucas, 1983. "Problem Solving and Modeling in the First Two Years," Springer Books, in: Anthony Ralston & Gail S. Young (ed.), The Future of College Mathematics, pages 43-54, Springer.
    • Handle: RePEc:spr:sprchp:978-1-4612-5510-9_4
    DOI: 10.1007/978-1-4612-5510-9_4
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