"Guessing at our Mental Models" or "Committed Knowing Acts"—What are our Students Doing?

This article proposes a discussion of the goals, effectiveness, and shortcomings of Mathematics curricula and assessment systems in higher education. Selected writings by mathematicians, mathematics educationalists and higher education theorists on the broad themes of curriculum and assessment are cited as points of reference. The relationship (or disaffection) between the academic communities of practitioners and theorists in these areas is briefly considered. [ABSTRACT FROM AUTHOR]; Copyright of Bulletin of the Irish Mathematical Society is the property of IMS Bulletin and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)