Abstract
ABSTRACT We propose the introduction of dual seminars into the mathematics major: a first-year seminar and a senior seminar. These parallel seminars, whose implementation at our college we describe, subsume both our lower division proof/transition course and upper-division history of mathematics courses. Both seminars focus on critical developmental skills such as reading mathematics, writing in mathematics, proof, and recognizing the fundamental unity of the fields of mathematics. These skills are considered within contexts that provide our major students access to mathematics' seminal problems and results; a broader understanding of the driving questions, motivating trends, and the evolution of mathematics; an initiation into the culture of mathematics; and a broader appreciation of the role of mathematics in the world. Both of these seminars leave our students empowered, more mathematically mature, and better prepared to be active members of the mathematical community. * This paper is an invited paper from the Contributed Paper Session on The Undergraduate Seminar in Mathematics at the New Orleans Joint AMS/AMA Mathematics Meetings, 10–13 January 2001.
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