Standards for Introductory College Mathematics Before Calculus was developed with funding from the National Science and the Exxon Education Foundations to address the special needs of, establish standards for, and make recommendations about introductory college mathematics below the level of calculus. The standards provide goals for introductory college mathematics and guidelines for selecting content and instructional strategies for accomplishing these goals. The goal of the project proposed is to facilitate the implementation of the Standards. This will be accomplished by holding four regional workshops. The purposes of these workshops include the following: to inform a wider audience of the reform issues and proposed patterns and models for improving curriculum and instruction, to encourage the formation of consortia of two- and four- year colleges and universities in each of several regions which will continue to work on implementation projects to review current exemplary programs, materials, and activities at the introductory college mathematics level as well as relevant secondary programs based on the NCTM Standards to provide workshop participants information on relevant research in mathematics education, effective approaches to change, and suggestions for working with their administrations to provide a meaningful mathematics education for their students. to prepare a compilation of reports on the implementation projects begun as a result of the regional workshops and to make this available to all members of the mathematics community. Introductory college mathematics is the mathematics that most of our students study. It is mathematics for the workforce, for future teachers and for those who plan to major in mathematics or a mathematics-dependent field but who enter college unprepared to study calculus. It is also the gate-keeper or critical filter for the majority. Greater numbers of students are entering the mathematics "pipeline " at some point in introductory college mathematics but no more are continuing to calculus and higher level courses. Mathematics education at this level must change. Providing faculty with development opportunities is essential if change is to occur. The workshops proposed will enable faculty and administrators to learn about successful programs that embody the Standards, to have an opportunity to observe or experience the process of learning through working in groups, in a laboratory setting, or using technology, or to engage in any of the active learning processes recommended by the Standards.
