CBMS Issues in Mathematics Education 1998; 316 pp; softcover Volume: 7 ISBN10: 0821808826 ISBN13: 9780821808825 List Price: US$65 Member Price: US$52 All Individuals: US$52 Order Code: CBMATH/7
 Volume III of Research in Collegiate Mathematics Education (RCME) presents stateoftheart research on understanding, teaching, and learning mathematics at the postsecondary level. This volume contains information on methodology and research concentrating on these areas of student learning:  Problem solving. Included here are three different articles analyzing aspects of Schoenfeld's undergraduate problemsolving instruction. The articles provide new detail and insight on a wellknown and widely discussed course taught by Schoenfeld for many years.
 Understanding concepts. These articles feature a variety of methods used to examine students' understanding of the concept of a function and selected concepts from calculus. The conclusions presented offer unique and interesting perspectives on how students learn concepts.
 Understanding proofs. This section provides insight from a distinctly psychological framework. Researchers examine how existing practices can foster certain weaknesses. They offer ways to recognize and interpret students' proof behaviors and suggest alternative practices and curricula to build more powerful schemes. The section concludes with a focused look at using diagrams in the course of proving a statement.
This series is published in cooperation with the Mathematical Association of America. Readership Graduate students, research mathematicians and general mathematical readers interested in mathematics education. Table of Contents  A. Arcavi, L. Meira, J. P. Smith III, and C. Kessel  Teaching mathematical problem solving: An analysis of an emergent classroom community
 M. SantosTrigo  On the implementation of mathematical problem solving instruction: Qualities of some learning activities
 A. H. Schoenfeld  Reflections on a course in mathematical problem solving
 M. P. Carlson  A crosssectional investigation of the development of the function concept
 D. E. Meel  Honors students' calculus understandings: Comparing calculus & mathematica and traditional calculus students
 A. Baranchik and B. Cherkas  Supplementary methods for assessing student performance on a standardized test in elementary algebra
 G. Harel and L. Sowder  Students' proof schemes: Results from exploratory studies
 D. Gibson  Students' use of diagrams to develop proofs in an introductory analysis course
 A. Selden and J. Selden  Questions regarding the teaching and learning of undergraduate mathematics (and research thereon)
