**CBMS Issues in Mathematics Education**

Volume: 16;
2010;
261 pp;
Softcover

MSC: Primary 97; 00;

Print ISBN: 978-0-8218-4996-5

Product Code: CBMATH/16

List Price: $59.00

Individual Member Price: $47.20

**Electronic ISBN: 978-1-4704-1565-5
Product Code: CBMATH/16.E**

List Price: $59.00

Individual Member Price: $47.20

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# Research in Collegiate Mathematics Education. VII

Share this page *Edited by *
*Fernando Hitt; Derek Holton; Patrick W. Thompson*

A co-publication of the AMS and CBMS

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.

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

#### Table of Contents

# Table of Contents

## Research in Collegiate Mathematics Education. VII

- Cover Cover11 free
- Title page iii4 free
- Contents v6 free
- Preface vii8 free
- Representing and defining irrational numbers: Exposing the missing link 114 free
- Students’ use of Derive software in comprehending and making sense of definite integral and area concepts 2942
- Mathematicians’ perspectives on the teaching and learning of proof 6376
- Referential and syntactic approaches to proving: Case studies from a transition-to-proof course 93106
- Step by step: Infinite iterative processes and actual infinity 115128
- Teaching assistants learning how students think 143156
- An examination of the knowledge base for teaching among mathematics faculty teaching calculus in higher education 171184
- Modeling students’ conceptions: The case of function 207220
- Strategies for controlling the work in mathematics textbooks for introductory calculus 235248
- Back Cover Back Cover1277

#### Readership

Research mathematicians and people interested in education or math education departments interested in mathematical education.