Research in Collegiate Mathematics Education. IV
About this Title
Ed Dubinsky, Alan H. Schoenfeld, University of California, Berkeley, Berkeley, CA, Jim Kaput, University of Massachusetts at Dartmouth, North Dartmouth, MA, Cathy Kessel and Michael Keynes, Editors
Publication: CBMS Issues in Mathematics Education
Publication Year 2000: Volume 8
ISBNs: 978-0-8218-2028-5 (print); 978-1-4704-2332-2 (online)
This fourth volume of Research in Collegiate Mathematics Education (RCME IV) reflects the themes of student learning and calculus. Included are overviews of calculus reform in France and in the U.S. and large-scale and small-scale longitudinal comparisons of students enrolled in first-year reform courses and in traditional courses. The work continues with detailed studies relating students' understanding of calculus and associated topics. Direct focus is then placed on instruction and student comprehension of courses other than calculus, namely abstract algebra and number theory. The volume concludes with a study of a concept that overlaps the areas of focus, quantifiers. The book clearly reflects the trend towards a growing community of researchers who systematically gather and distill data regarding collegiate mathematics' teaching and learning.
Graduate students, teachers, and researchers interested in collegiate mathematics.
Table of Contents
- 1. Michèle Artigue – Teaching and learning calculus: What can be learned from education research and curricular changes in France?
- 2. Betsy Darken, Robert Wynegar and Stephen Kuhn – Evaluating calculus reform: A review and a longitudinal study
- 3. Susan Ganter and Michael Jiroutek – The need for evaluation in the calculus reform movement. A comparison of two calculus teaching methods
- 4. Keith Schwingendorf, George McCabe and Jonathan Kuhn – A longitudinal study of the C$^4$L calculus reform program: Comparisons of C$^4$L and traditional students
- 5. Michael McDonald, David Mathews and Kevin Strobel – Understanding sequences: A tale of two objects
- 6. Michelle Zandieh – A theoretical framework for analyzing student understanding of the concept of derivative
- 7. Annie Selden, John Selden, Shandy Hauk and Alice Mason – Why can’t calculus students access their knowledge to solve non-routine problems?
- 8. William Martin – Lasting effects of the integrated use of graphing technologies in precalculus mathematics
- 9. John Hannah – Visual confusion in permutation representations
- 10. Rina Zazkis – Factors, divisors, and multiples: Exploring the web of students’ connections
- 11. Ed Dubinsky and Olga Yiparaki – On student understanding of AE and EA quantification