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The Introduction contains six recommendations for departments, programs, and all courses in the mathematical sciences. Briefly, these recommendations direct mathematical sciences departments to:
_ understand the student population and evaluate courses and programs
_ develop mathematical thinking and communication skills
_ communicate the breadth and interconnections of the mathematical sciences
_ promote interdisciplinary cooperation
_ use computer technology to support problem solving and to promote understanding
_ provide faculty support for curricular and instructional improvement
Part I elaborates on these recommendations and suggests ways that a department can evaluate its progress in meeting them. Part II contains additional recommendations concerning particular student audiences:
_ students taking general education or introductory courses in the mathematical sciences
_ students majoring in partner disciplines, including those preparing to teach mathematics in elementary or middle school
_ students majoring in the mathematical sciences
_ mathematical sciences majors with specific career goals: secondary school teaching, entering the non-academic workforce, and preparing for post baccalaureate study in the mathematical sciences and allied disciplines
Many recommendations in CUPM Guide 2004 echo those in previous CUPM reports, but some are new. In particular, previous reports focused on the undergraduate program for mathematics majors, although with a steadily broadening definition of the major. CUPM Guide 2004 addresses the entire college-level mathematics curriculum for all students, even those who take just one course. It therefore provides both encouragement and support for conversations not only among mathematics faculty but also between mathematicians and faculty in other disciplines.
CUPM has not prescribed specific methods for implementation nor selected particular models of good practice. However, the online document Illustrative Resources for CUPM Guide 2004 gathers a variety of experiences and resources associated with these recommendations. These examples may serve as a starting point for departments considering enhancement of their programs. Pointers to additional resources, such as websites and publications, are also given.