Research in Collegiate Mathematics Education. VII
About this Title
Fernando Hitt, Université du Québec á Montréal, Montréal, QC, Canada, Derek Holton, University of Melbourne, Parkville, Victoria, Australia and Patrick W. Thompson, Arizona State University, Tempe, AZ, Editors
Publication: CBMS Issues in Mathematics Education
Publication Year 2010: Volume 16
ISBNs: 978-0-8218-4996-5 (print); 978-1-4704-1565-5 (online)
MathSciNet review: MR2668374
MSC: Primary 00A99; Secondary 97-02
The present volume of Research in Collegiate Mathematics Education, like previous volumes in this series, reflects the importance of research in mathematics education at the collegiate level. The editors in this series encourage communication between mathematicians and mathematics educators, and as pointed out by the International Commission of Mathematics Instruction (ICMI), much more work is needed in concert with these two groups. Indeed, editors of RCME are aware of this need and the articles published in this series are in line with that goal.
Nine papers constitute this volume. The first two examine problems students experience when converting a representation from one particular system of representations to another. The next three papers investigate students learning about proofs. In the next two papers, the focus is instructor knowledge for teaching calculus. The final two papers in the volume address the nature of “conception” in mathematics.
Whether they are specialists in education or mathematicians interested in finding out about the field, readers will obtain new insights about teaching and learning and will take away ideas that they can use.
Research mathematicians and people interested in education or math education departments interested in mathematical education.
Table of Contents
- 1. Rina Zazkis and Natasa Sirotic – Representing and defining irrational numbers: Exposing the missing link
- 2. Matías Camacho Machín, Ram\'on Depool Rivero and Manuel Santos-Trigo – Students’ use of Derive software in comprehending and making sense of definite integral and area concepts
- 3. Lara Alcock – Mathematicians’ perspectives on the teaching and learning of proof
- 4. Lara Alcock and Keith Weber – Referential and syntactic approaches to proving: Case studies from a transition-to-proof course
- 5. Anne Brown, Michael A. McDonald and Kirk Weller – Step by step: Infinite iterative processes and actual infinity
- 6. David T. Kung – Teaching assistants learning how students think
- 7. Kimberly S. Sofronas and Thomas C. DeFranco – An examination of the knowledge base for teaching among mathematics faculty teaching calculus in higher education
- 8. Nicolas Balacheff and Nathalie Gaudin – Modeling students’ conceptions: The case of function
- 9. Vilma Mesa – Strategies for controlling the work in mathematics textbooks for introductory calculus