ABSTRACT
In the last decade, numerous reports have signalled the need to increase the participation in mathematics of students in North America (Mathematical Sciences Education Board, 1990; National Council of Teachers of Mathematics, 1989,1991; National Research Council, 1989). These reports have indicated that, from highschool to graduate school, roughly half of all students at a particular level do not proceed to the next. For example, while approximately 50 per cent of all highschool students take more than two years of college-preparatory mathematics, only about 25 per cent take more than three years of mathematics at this level. For female students the problem is especially acute, since women in the US have traditionally taken fewer mathematics and science courses than males (Campbell, 1986; Meyer, 1989). However, by the year 2000 it is predicted that one-third of the total US workforce, as well as 85 per cent of new entrants to the workforce, will be women, minorities, and immigrants. If the workforce is to be a viable one, these groups need more and better mathematical training (Johnston and Packer, 1987).
