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Research in Collegiate Mathematics Education. IV
Edited by: Ed Dubinsky, Alan H. Schoenfeld, University of California, Berkeley, CA, and Jim Kaput, University of Massachusetts at Dartmouth, North Dartmouth, MA
A co-publication of the AMS and CBMS.

CBMS Issues in Mathematics Education
2000; 291 pp; softcover
Volume: 8
ISBN-10: 0-8218-2028-1
ISBN-13: 978-0-8218-2028-5
List Price: US$57
Member Price: US$45.60
All Individuals: US$45.60
Order Code: CBMATH/8
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See also:

Research in Collegiate Mathematics Education. VII - Fernando Hitt, Derek Holton and Patrick W Thompson

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.

This series is published in cooperation with the Mathematical Association of America.


Graduate students, teachers, and researchers interested in collegiate mathematics.

Table of Contents

  • M. Artigue -- Teaching and learning calculus: What can be learned from education research and curricular changes in France?
  • B. Darken, R. Wynegar, and S. Kuhn -- Evaluating calculus reform: A review and a longitudinal study
  • S. L. Ganter and M. R. Jiroutek -- The need for evaluation in the calculus reform movement. A comparison of two calculus teaching methods
  • K. E. Schwingendorf, G. P. McCabe, and J. Kuhn -- A longitudinal study of the C\(^4\)L calculus reform program: Comparisons of C\(^4\)L and traditional students
  • M. A. McDonald, D. M. Mathews, and K. H. Strobel -- Understanding sequences: A tale of two objects
  • M. J. Zandieh -- A theoretical framework for analyzing student understanding of the concept of derivative
  • A. Selden, J. Selden, S. Hauk, and A. Mason -- Why can't calculus students access their knowledge to solve non-routine problems?
  • W. O. Martin -- Lasting effects of the integrated use of graphing technologies in precalculus mathematics
  • J. Hannah -- Visual confusion in permutation representations
  • R. Zazkis -- Factors, divisors, and multiples: Exploring the web of students' connections
  • E. Dubinsky and O. Yiparaki -- On student understanding of AE and EA quantification
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