American Mathematical Association of TwoYear Colleges
Overview
Works:  50 works in 80 publications in 2 languages and 581 library holdings 

Genres:  Directories Periodicals 
Roles:  Other 
Classifications:  QA1, 510 
Publication Timeline
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Most widely held works about
American Mathematical Association of TwoYear Colleges
 American Mathematical Association of Two Year Colleges reform policies in practice : implementing standards in classroom instruction for basic skills mathematics at one fouryear college in New Jersey by Patricia J Garruto( )
 A descriptive study of the professionalization of twoyear college mathematics practice between 1957 and 1975 by Richelle M Blair( )
 Beyond Crossroads : implementing mathematics standards in the first two years of college by American Mathematical Association of TwoYear Colleges( Book )
Most widely held works by
American Mathematical Association of TwoYear Colleges
Combined membership list of the American Mathematical Society and the Mathematical Association of America by
American Mathematical Society(
)
in English and held by 220 WorldCat member libraries worldwide
in English and held by 220 WorldCat member libraries worldwide
Crossroads in mathematics : standards for introductory college mathematics before calculus by
Standards for Introductory College Mathematics Project (U.S.)(
Book
)
4 editions published in 1995 in English and held by 80 WorldCat member libraries worldwide
Intended to improve mathematics education at twoyear colleges and other institutions offering lower division courses as well as to encourage more students to study mathematics, this publication presents the American Mathematical Association of TwoYear Colleges' (AMATYC's) standards for revitalizing the precalculus mathematics curriculum and stimulating changes in instructional methods. Following introductory sections, chapter 1 describes the goals and basic principles underlying the document, while chapter 2 presents standards for introductory college mathematics including seven standards related to intellectual development, seven related to curriculum content, and five related to pedagogy. This chapter also provides charts of guidelines for achieving the standards. Chapter 3 addresses issues of content and pedagogy related to the interpretation of the standards in the areas of mathematics foundationbuilding courses, technical programs, mathematicsintensive programs, liberal arts programs, and programs for prospective teachers. Chapter 4 reviews implications of the standards for faculty development and other departmental considerations; advising and placement; laboratory and learning center facilities; the use of technology; assessment of student outcomes; program evaluation; and articulation with high schools, other colleges and universities, and employers. Finally, chapter 5 covers implementation, including institutional recommendations, the role of professional organizations, proposed regional workshops, and the development of materials, while chapter 6 provides concluding remarks. (Contains 78 references.) (Sample math problems based on the standards are appended.) (Kp)
4 editions published in 1995 in English and held by 80 WorldCat member libraries worldwide
Intended to improve mathematics education at twoyear colleges and other institutions offering lower division courses as well as to encourage more students to study mathematics, this publication presents the American Mathematical Association of TwoYear Colleges' (AMATYC's) standards for revitalizing the precalculus mathematics curriculum and stimulating changes in instructional methods. Following introductory sections, chapter 1 describes the goals and basic principles underlying the document, while chapter 2 presents standards for introductory college mathematics including seven standards related to intellectual development, seven related to curriculum content, and five related to pedagogy. This chapter also provides charts of guidelines for achieving the standards. Chapter 3 addresses issues of content and pedagogy related to the interpretation of the standards in the areas of mathematics foundationbuilding courses, technical programs, mathematicsintensive programs, liberal arts programs, and programs for prospective teachers. Chapter 4 reviews implications of the standards for faculty development and other departmental considerations; advising and placement; laboratory and learning center facilities; the use of technology; assessment of student outcomes; program evaluation; and articulation with high schools, other colleges and universities, and employers. Finally, chapter 5 covers implementation, including institutional recommendations, the role of professional organizations, proposed regional workshops, and the development of materials, while chapter 6 provides concluding remarks. (Contains 78 references.) (Sample math problems based on the standards are appended.) (Kp)
A Curriculum in flux : mathematics at twoyear colleges(
Book
)
1 edition published in 1989 in English and held by 43 WorldCat member libraries worldwide
1 edition published in 1989 in English and held by 43 WorldCat member libraries worldwide
Beyond Crossroads : implementing mathematics standards in the first two years of college by
American Mathematical Association of TwoYear Colleges(
Book
)
1 edition published in 2006 in English and held by 17 WorldCat member libraries worldwide
This resource is written for foundation learning educators and describes the desired modes of student thinking and guidelines / principles for selecting content and instructional strategies. Implementation Standards are also included. These focus on student learning and the learning environment, assessment of student learning, curriculum and program development, instruction and professionalism. The ultimate goal of this resource is to improve mathematics education and to encourage more students to study mathematics. Table of contents: * Chapter 1: Beyond Crossroads * Chapter 2: Guiding principles * Chapter 3: The implementation standards of Beyond Crossroads * Chapter 4: Student learning and the learning environment (responding to the needs of a diverse student population, initial placement into the mathematics curriculum, learning styles, selected learning style characteristics and strategies for students learning to be problem solvers, maths anxiety and other factors that influence learning, strategies for coping with and helping to alleviate maths anxiety, inside and outside the maths classroom, implementing the Standard for Student Learning and the Learning Environment) * Chapter 5: Assessment of student learning (the assessment implementation cycle, assessment at three levels, multiple levels of assessment, implementing the Standard for Assessment of Student Learning) * Chapter 6: Curriculum and program development (the curriculum implementation cycle, quantitative literacy, developmental mathematics courses and programs, general education mathematics courses, technical and career courses and programs, teacher preparation courses and programs, mathsintensive courses and programs) * Chapter 7: Instruction (Studentcentered and learnercentered teaching styles, active student learning, instructional strategies that promote active learning, teaching with technology, distance learning) * Chapter 8: Professionalism (Hiring and mentoring mathematics faculty, professional development and service, the scholarship of teaching and learning mathematics, improving student learning through faculty evaluation) * Chapter 9: Involvement of stakeholders in implementation (Collaborating with stakeholders, building public understanding and support, Algebra II critical for the working world and college) * Chapter 10: Moving from vision to reality
1 edition published in 2006 in English and held by 17 WorldCat member libraries worldwide
This resource is written for foundation learning educators and describes the desired modes of student thinking and guidelines / principles for selecting content and instructional strategies. Implementation Standards are also included. These focus on student learning and the learning environment, assessment of student learning, curriculum and program development, instruction and professionalism. The ultimate goal of this resource is to improve mathematics education and to encourage more students to study mathematics. Table of contents: * Chapter 1: Beyond Crossroads * Chapter 2: Guiding principles * Chapter 3: The implementation standards of Beyond Crossroads * Chapter 4: Student learning and the learning environment (responding to the needs of a diverse student population, initial placement into the mathematics curriculum, learning styles, selected learning style characteristics and strategies for students learning to be problem solvers, maths anxiety and other factors that influence learning, strategies for coping with and helping to alleviate maths anxiety, inside and outside the maths classroom, implementing the Standard for Student Learning and the Learning Environment) * Chapter 5: Assessment of student learning (the assessment implementation cycle, assessment at three levels, multiple levels of assessment, implementing the Standard for Assessment of Student Learning) * Chapter 6: Curriculum and program development (the curriculum implementation cycle, quantitative literacy, developmental mathematics courses and programs, general education mathematics courses, technical and career courses and programs, teacher preparation courses and programs, mathsintensive courses and programs) * Chapter 7: Instruction (Studentcentered and learnercentered teaching styles, active student learning, instructional strategies that promote active learning, teaching with technology, distance learning) * Chapter 8: Professionalism (Hiring and mentoring mathematics faculty, professional development and service, the scholarship of teaching and learning mathematics, improving student learning through faculty evaluation) * Chapter 9: Involvement of stakeholders in implementation (Collaborating with stakeholders, building public understanding and support, Algebra II critical for the working world and college) * Chapter 10: Moving from vision to reality
Mathematics explorations II(
Book
)
1 edition published in 2000 in English and held by 16 WorldCat member libraries worldwide
A collection of ten mathematics classroom learning materials for use in twoyear and fouryear college classrooms, based on NASA space activities
1 edition published in 2000 in English and held by 16 WorldCat member libraries worldwide
A collection of ten mathematics classroom learning materials for use in twoyear and fouryear college classrooms, based on NASA space activities
Combined membership list (CML) by
American Mathematical Society(
)
2 editions published in 2001 in English and held by 16 WorldCat member libraries worldwide
The Combined Membership List (CML) includes the names and addresses of all persons who were members of the American Mathematical Society (AMS), Mathematical Association of America (MAA), Society for Industrial and Applied Mathematics (SIAM), or American Mathematical Association of TwoYear Colleges (AMATYC) as of the last update. The CML is updated monthly
2 editions published in 2001 in English and held by 16 WorldCat member libraries worldwide
The Combined Membership List (CML) includes the names and addresses of all persons who were members of the American Mathematical Society (AMS), Mathematical Association of America (MAA), Society for Industrial and Applied Mathematics (SIAM), or American Mathematical Association of TwoYear Colleges (AMATYC) as of the last update. The CML is updated monthly
Combined membership list by
American Mathematical Society(
)
in Undetermined and English and held by 11 WorldCat member libraries worldwide
<1984/85> includes membership list of: American Mathematical Society, Mathematical Association of America, and: Society for Industrial and Applied Mathematics
in Undetermined and English and held by 11 WorldCat member libraries worldwide
<1984/85> includes membership list of: American Mathematical Society, Mathematical Association of America, and: Society for Industrial and Applied Mathematics
Mathematical journeys I : the math works : a resource and guide to create a science, technology, engineering, and mathematics
interdisciplinary course and interdisciplinary club(
Book
)
1 edition published in 2002 in English and held by 10 WorldCat member libraries worldwide
"Mathematics [sic] journeys I is a resource and guide book for faculty who are interested in creating and implementing a mathematicsanchored interdisciplinary course or interdisciplinary club. The book is composed of a laboratory plan, marketing plans, and a management plan."Page iii
1 edition published in 2002 in English and held by 10 WorldCat member libraries worldwide
"Mathematics [sic] journeys I is a resource and guide book for faculty who are interested in creating and implementing a mathematicsanchored interdisciplinary course or interdisciplinary club. The book is composed of a laboratory plan, marketing plans, and a management plan."Page iii
Teaching by choice : cultivating exemplary community college STEM faculty by Washington, DC American Association of Community Colleges(
Book
)
1 edition published in 2006 in English and held by 9 WorldCat member libraries worldwide
This report is the result of a national conference convened in December 2005 by the American Association of Community Colleges in partnership with the American Mathematical Association of TwoYear Colleges (AMATYC) and supported by the National Science Foundation (NSF). This event, the Teaching by Choice Leadership Summit on Community College Faculty, examined the challenges and opportunities related to recruiting, retaining, and developing exceptional science, technology, engineering, and mathematics (STEM) faculty in community colleges. The recommendations presented here should be useful for college faculty and administrators, business leaders, and policymakers in all sectors concerned about the nation's competitiveness. A list of the Summit participants is included. [Text by Madeline Patton.]
1 edition published in 2006 in English and held by 9 WorldCat member libraries worldwide
This report is the result of a national conference convened in December 2005 by the American Association of Community Colleges in partnership with the American Mathematical Association of TwoYear Colleges (AMATYC) and supported by the National Science Foundation (NSF). This event, the Teaching by Choice Leadership Summit on Community College Faculty, examined the challenges and opportunities related to recruiting, retaining, and developing exceptional science, technology, engineering, and mathematics (STEM) faculty in community colleges. The recommendations presented here should be useful for college faculty and administrators, business leaders, and policymakers in all sectors concerned about the nation's competitiveness. A list of the Summit participants is included. [Text by Madeline Patton.]
Methods of evaluating college remedial mathematics programs : results of a national survey by
Geoffrey Akst(
Book
)
1 edition published in 1985 in English and held by 8 WorldCat member libraries worldwide
In April 1983, a questionnaire on the evaluation of remedial mathematics programs wax distributed to all mathematics chairpersons of American institutions of higher education. About 650 (25%) of the institutions responded, yielding information on more than 500 remedial programs and 250 evaluations. The survey dealt with four general areas of inquiry: (1) the responding institutions and their collegelevel mathematics requirements; (2) the remedial mathematics programs; (3) the most rigorous evaluations of these programs conducted to date; and (4) reactions to these evaluations. Twentyfour major results are listed in the summary. Less than half of the responding colleges require all students to take a cursee in collegelevel mathematics, although most require either a course or meeting a distribution requirement that includes mathematics. Remedial mathematics programs are offered by 86%. Most of the other results concern the content of the programs and their evaluations. Recommendations are included, and tables summarize the data. (MNS)
1 edition published in 1985 in English and held by 8 WorldCat member libraries worldwide
In April 1983, a questionnaire on the evaluation of remedial mathematics programs wax distributed to all mathematics chairpersons of American institutions of higher education. About 650 (25%) of the institutions responded, yielding information on more than 500 remedial programs and 250 evaluations. The survey dealt with four general areas of inquiry: (1) the responding institutions and their collegelevel mathematics requirements; (2) the remedial mathematics programs; (3) the most rigorous evaluations of these programs conducted to date; and (4) reactions to these evaluations. Twentyfour major results are listed in the summary. Less than half of the responding colleges require all students to take a cursee in collegelevel mathematics, although most require either a course or meeting a distribution requirement that includes mathematics. Remedial mathematics programs are offered by 86%. Most of the other results concern the content of the programs and their evaluations. Recommendations are included, and tables summarize the data. (MNS)
Combined membership list / American Mathematical Society ; American Mathematical Association of TwoYear Colleges ; Mathematical
Association of America by
American Mathematical Society(
)
in English and held by 7 WorldCat member libraries worldwide
in English and held by 7 WorldCat member libraries worldwide
Opportunities for excellence : professionalism and the twoyear college mathematics faculty by
Carolyn F Neptune(
Book
)
2 editions published in 2001 in English and held by 7 WorldCat member libraries worldwide
The American Mathematical Association of TwoYear Colleges (AMATYC) is the voice of twoyear college mathematics in the United States and Canada, and it has more than 40 affiliate organizations in the two countries. The organization is designed to promote professionalism among mathematics faculty at twoyear colleges. This AMATYC publication describes the activities and characteristics of professionally active mathematics faculty members. The paper is divided into the following sections: (1) an introduction, which describes goals and background; (2) An Overview of TwoYear Colleges, including Mission, focus on teaching, and student profile; (3) Opportunities for Excellence in the Classroom, discussing professionalism in establishing a learning environment and professionalism in designing learning activities; (4) Opportunities for Excellence beyond the Classroom, which covers professionalism through independent enrichment, within the department, across campus, in the community, and in the mathematics education community; (5) Professionalism and Its Rewards, which explores contributions to student success and to community progress; and (6) an appendix, which includes personal reflections and information about the author. The publication also offers statements from Teaching Excellence Awards winners. (NB)
2 editions published in 2001 in English and held by 7 WorldCat member libraries worldwide
The American Mathematical Association of TwoYear Colleges (AMATYC) is the voice of twoyear college mathematics in the United States and Canada, and it has more than 40 affiliate organizations in the two countries. The organization is designed to promote professionalism among mathematics faculty at twoyear colleges. This AMATYC publication describes the activities and characteristics of professionally active mathematics faculty members. The paper is divided into the following sections: (1) an introduction, which describes goals and background; (2) An Overview of TwoYear Colleges, including Mission, focus on teaching, and student profile; (3) Opportunities for Excellence in the Classroom, discussing professionalism in establishing a learning environment and professionalism in designing learning activities; (4) Opportunities for Excellence beyond the Classroom, which covers professionalism through independent enrichment, within the department, across campus, in the community, and in the mathematics education community; (5) Professionalism and Its Rewards, which explores contributions to student success and to community progress; and (6) an appendix, which includes personal reflections and information about the author. The publication also offers statements from Teaching Excellence Awards winners. (NB)
Combined membership list by
American Mathematical Society(
)
in English and held by 5 WorldCat member libraries worldwide
The Combined Membership List (CML) includes the names and addresses of all persons who were members of the American Mathematical Society (AMS), Mathematical Association of America (MAA), Society for Industrial and Applied Mathematics (SIAM), American Mathematical Association of TwoYear Colleges (AMATYC), the Association for Women in Mathematics (AWM), the Canadian Mathematical Society (CMS)  Société mathématique du Canada (SMC), or the Mathematical Programming Society (MPS) as of the last update. The CML is updated daily, however, it may take up to 2 business days for changes to be reflected
in English and held by 5 WorldCat member libraries worldwide
The Combined Membership List (CML) includes the names and addresses of all persons who were members of the American Mathematical Society (AMS), Mathematical Association of America (MAA), Society for Industrial and Applied Mathematics (SIAM), American Mathematical Association of TwoYear Colleges (AMATYC), the Association for Women in Mathematics (AWM), the Canadian Mathematical Society (CMS)  Société mathématique du Canada (SMC), or the Mathematical Programming Society (MPS) as of the last update. The CML is updated daily, however, it may take up to 2 business days for changes to be reflected
American Mathematical Association of TwoYear Colleges Developmental Mathematics Curriculum Committee Annual Report, October
1980 by
American Mathematical Association of TwoYear Colleges(
Book
)
3 editions published between 1980 and 1981 in English and held by 4 WorldCat member libraries worldwide
This annual report by the Developmental Mathematics Curriculum Committee (dmcc) of the American Mathematical Association of TwoYear Colleges (amatyc) includes seven subcommittee reports. After introductory material, the annual report outlines the DMCC's goals, enumerates its objectives for 1981 through 1986, and establishes revised goals for the collection and exchange of program evaluation information and materials. The first report, by the dmcc Evaluation Subcommittee, begins with an evaluation model, details a fiveyear plan, and summarizes the results of a survey of course completion at 20 schools in 17 states. The report by the Handheld Calculator Subcommittee capsulizes the findings of studies of calculator use and impact in twoyear colleges. The Minimal Competency Subcommittee report establishes six objectives to be attained in identifying a minimum level of mathematics literacy for all collegelevel students. The Newsletter Subcommittee report briefly lists methods of facilitating information exchange between the dmcc and the amatyc. The report by the Student Learning Problems Subcommittee details a fiveyear plan and presents results of an amatyc membership survey conducted to identify perceived learning problems. The report of the Subcommittee on Teacher Qualifications provides recommendations for an amatyc position statement on twoyear college instructor qualifications. The Testing Subcommittee report lists goals to be accomplished in the identification of suitable tests. The concluding section highlights areas for further research. (Kl)
3 editions published between 1980 and 1981 in English and held by 4 WorldCat member libraries worldwide
This annual report by the Developmental Mathematics Curriculum Committee (dmcc) of the American Mathematical Association of TwoYear Colleges (amatyc) includes seven subcommittee reports. After introductory material, the annual report outlines the DMCC's goals, enumerates its objectives for 1981 through 1986, and establishes revised goals for the collection and exchange of program evaluation information and materials. The first report, by the dmcc Evaluation Subcommittee, begins with an evaluation model, details a fiveyear plan, and summarizes the results of a survey of course completion at 20 schools in 17 states. The report by the Handheld Calculator Subcommittee capsulizes the findings of studies of calculator use and impact in twoyear colleges. The Minimal Competency Subcommittee report establishes six objectives to be attained in identifying a minimum level of mathematics literacy for all collegelevel students. The Newsletter Subcommittee report briefly lists methods of facilitating information exchange between the dmcc and the amatyc. The report by the Student Learning Problems Subcommittee details a fiveyear plan and presents results of an amatyc membership survey conducted to identify perceived learning problems. The report of the Subcommittee on Teacher Qualifications provides recommendations for an amatyc position statement on twoyear college instructor qualifications. The Testing Subcommittee report lists goals to be accomplished in the identification of suitable tests. The concluding section highlights areas for further research. (Kl)
A Curriculum in flux : mathematics at twoyear colleges : a report of the Joint Subcommittee on Mathematics Curriculum at
TwoYear Colleges(
Book
)
2 editions published in 1989 in English and held by 4 WorldCat member libraries worldwide
2 editions published in 1989 in English and held by 4 WorldCat member libraries worldwide
Combined membership list by
American Mathematical Society(
Book
)
10 editions published between 1991 and 2001 in English and German and held by 4 WorldCat member libraries worldwide
10 editions published between 1991 and 2001 in English and German and held by 4 WorldCat member libraries worldwide
Survey of Developmental Mathematics Courses at Colleges in the United States by
James Baldwin(
Book
)
2 editions published in 1975 in English and held by 3 WorldCat member libraries worldwide
A 40item questionnaire designed to investigate the variety and scope of developmental mathematics courses (dmc) offered at colleges and universities throughout the United States was administered to a selected sample of two and fouryear colleges in October 1974. The 104 respondents represented 21 states. Most (58%) of the colleges responding reported total student enrollments of 3,000 or less. Almost all the colleges (96%) expressed a need for dmc and offered developmental programs in English (86%), reading (89%), and mathematics (91%). Most of the colleges (70%) had had dmc for two to ten years and offered one (28%) or two (24%) different dmc courses. The areas covered were arithmetic (84%), elementary algebra (89%), geometry (35%), and trigonometry (34%). Most dmc classes (66%) were held in a regular classroom, but some (32%) used a math lab. The instructional methods used most frequently were lecture method (55%), programmed book instruction (54%), supplemental tutoring (37%), and work books or work sheets (29%). The principal grade awarded to students was the traditional letter grade. Regardless of the grading system used, most colleges (66%) offered some form of credit for dmc. Other results are reported, previous research studies in the field are reviewed, recommendations are made, and the survey instrument is appended. (Dc)
2 editions published in 1975 in English and held by 3 WorldCat member libraries worldwide
A 40item questionnaire designed to investigate the variety and scope of developmental mathematics courses (dmc) offered at colleges and universities throughout the United States was administered to a selected sample of two and fouryear colleges in October 1974. The 104 respondents represented 21 states. Most (58%) of the colleges responding reported total student enrollments of 3,000 or less. Almost all the colleges (96%) expressed a need for dmc and offered developmental programs in English (86%), reading (89%), and mathematics (91%). Most of the colleges (70%) had had dmc for two to ten years and offered one (28%) or two (24%) different dmc courses. The areas covered were arithmetic (84%), elementary algebra (89%), geometry (35%), and trigonometry (34%). Most dmc classes (66%) were held in a regular classroom, but some (32%) used a math lab. The instructional methods used most frequently were lecture method (55%), programmed book instruction (54%), supplemental tutoring (37%), and work books or work sheets (29%). The principal grade awarded to students was the traditional letter grade. Regardless of the grading system used, most colleges (66%) offered some form of credit for dmc. Other results are reported, previous research studies in the field are reviewed, recommendations are made, and the survey instrument is appended. (Dc)
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Related Identities
 Mathematical Association of America Other
 Society for Industrial and Applied Mathematics Other
 American Mathematical Society Other
 Standards for Introductory College Mathematics Project (U.S.)
 Cohen, Donald 1939
 Davis, Ronald Marshallo 1944
 Association for Women in Mathematics
 Pazdar, John S.
 Capital Community College (Hartford, Conn.)
 National Science Foundation (U.S.)
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Associated Subjects
American Mathematical Association of TwoYear Colleges American Mathematical Society Association for Women in Mathematics (U.S.) Canadian Mathematical Society Community collegesFaculty Community college teachers EngineeringStudy and teaching EngineeringStudy and teachingActivity programs Junior colleges Mathematical Association of America Mathematical literature Mathematicians Mathematics MathematicsRemedial teaching MathematicsRemedial teachingEvaluation MathematicsResearch MathematicsSocieties, etc MathematicsStudy and teaching MathematicsStudy and teaching (Higher) MathematicsStudy and teachingActivity programs Mathematics teachers New Jersey Outer space ScienceStudy and teaching ScienceStudy and teachingActivity programs Society for Industrial and Applied Mathematics Technical education TechnologyStudy and teaching TechnologyStudy and teachingActivity programs United States United States.National Aeronautics and Space Administration
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Alternative Names
A.M.A.T.Y.C.
AMATYC
American Mathematical Association of Two Year Colleges
American Mathematical Association of TwoYear Colleges organization
Mathematical Association of TwoYear Colleges
Mathematical Association of TwoYear Colleges United States
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