Augsburg's AUGMENT program was developed in the early 1990's with support from FIPSE, the Fund for Improvement of Post-Secondary Education. It replaced our calculus, linear algebra, and differential equations courses for mathematics and science majors. A constructivist paradigm was present from the beginning of the design process. Several aspects of the program illustrate the underlying philosophy:

• A variety of mathematical topics, not just calculus and linear algebra, allows students to make connections among various areas of mathematics.

• An historical approach in the first year encourages students to make connections with previous mathematical experiences and with non-mathematical ideas being encountered in other courses.

• In-class investigations of problems in small groups with a focus on process rather than answers allow students to construct new concepts.
• A grading scheme for homework writeups explicitly rewards students who build new mental structures.

• Investigating several problems repeatedly through the course requires that students grapple with the same concepts from a variety of perspectives.

In this paper I describe these features of the AUGMENT program and discuss our measures of their effectiveness.

See http://www.augsburg.edu/depts/math/math.augment.html for more information on the AUGMENT program.

Larry Copes, Augsburg College, Minneapolis, MN 55454