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Teaching and Research: The History of a Pseudoconflict

  • Peter Hilton
Conference paper

Abstract

I have chosen this topic for its appropriateness both to the theme of the conference—new directions in applied and computational mathematics—and to the occasion on which we honor Gail Young. For the new directions, with which other speakers will be dealing more directly in their contributions, carry strong implications for the teaching of mathematics at graduate and undergraduate levels—indeed, at all levels—so that it is fitting that we pay attention now to those implications. The organizers have, of course, taken note of this aspect of the conference theme, in placing on our agenda, as its final item, a panel discussion on the general issue of the shape of a new mathematics curriculum. I will confine myself to one aspect of the implications for us as teachers of these new directions; and I promise that my remarks today will be neither repeated nor contradicted when I reappear before you as a panelist tomorrow.

Keywords

Mathematics Curriculum Panel Discussion False Dichotomy Carleton College Separate Organization 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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References

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    R. P. Boas, Letter to Focus, September 1985.Google Scholar
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    M. Kline, Why the Professor Can’t Teach, St. Martin’s Press, 1978.Google Scholar
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    P. Hilton, “Education in mathematics and science today: the spread of false dichotomies,” Proc. ICME III, (1976), 75–97.Google Scholar

Copyright information

© Springer-Verlag New York Inc 1986

Authors and Affiliations

  • Peter Hilton
    • 1
  1. 1.Department of Mathematical SciencesState University of New YorkBinghamtonUSA

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