> 1. How do you think we can prepare students to be "mentally fit" > workers?
This seems a difficult task at the college level. I suspect it is easier at the elementary level. We seem to be the only society in the world which believes "you either have it or you don't" with regard to mathematics; elsewhere, they think math is hard and requires effort to succeed at. By the time (many) kids get to college, they are quite resistant to efforts to make them think. They tend to not want to bother with understanding, just "tell us how to do the problem". I don't mean to be overly cynical; my point is that it has to start at the elementary level with a good approach and that society must recognize the value of effort.
> 3. Do you think that differences in accomplishment in school mathematics > are due primarily to differences in innate ability, to differences in > individual effort, or to differences in opportunity to learn? >
All of the above. The greatest factor in my classes is effort.
> 4. What's wrong with "remediation" as a means of reaching "students at > risk"? >
Depends on what is meant by "remediation". Later respondents suggested remediation is just a repetition of flawed efforts, possibly at a faster pace. I have seen many students succeed where they had previously failed by being able to tackle the subject at a slower pace with an instructor/tutor/aide to whom they can relate.