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Summary
Kac has observed that the ideal preparation in mathematics, especially for non‐mathematicians, should focus not on acquiring skills but on acquiring certain attitudes. We administered a special attitude questionnaire to a sample of graduate students in mathematics and undergraduate speech majors. We found significant differences on 10 of 27 items on this test. We then administered this test to a mixed group of undergraduates at the beginning and at the end of a special experimental mathematics ‘course’ designed to modify and shape attitudes. We found changes in attitudes in the intended direction. The primary aims of the experimental course were to:
1. Get students without any prior acquaintance with mathematics or a fear thereof to approach their studies more analytically.
2. Acquire orientation to and acquaintance with 25‐75 basic concepts and methods covering sets, algebra, logic, computers, analysis, probability, math‐statistics and topology in an over‐all map of how they logically fit together and how they relate to problems of modern life.
3. Read, with appreciation, mathematical literature previously incomprehensible to them. These aims were met.
† The research reported in this paper was supported by NSF Grant GN 875.
Notes
† The research reported in this paper was supported by NSF Grant GN 875.