Abstract
Reform in mathematics education at the secondary and post-secondary level is proceeding very slowly and, at least in the United States, the drop-out and failure rates for students continue to be intolerably high. Beginning in grade nine, fifty percent of the students in the United States enrolled each year drop mathematics the following year. Even at major research universities with selective student populations, failure rates in introductory calculus can range from 17-22%.This is astounding considering that students are permitted to withdraw from the courses up to four weeks from their termination, suggesting that even this statistic under estimates the seriousness of the situation. Although reform approaches are widely lauded in elementary and middle school education, at the secondary and post-secondary level, faculties are often unmotivated to change.
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