Softcover ISBN:  9780821803820 
Product Code:  CBMATH/6 
List Price:  $48.00 
Individual Price:  $38.40 
eBook ISBN:  9781470423308 
Product Code:  CBMATH/6.E 
List Price:  $48.00 
Individual Price:  $38.40 
Softcover ISBN:  9780821803820 
eBook: ISBN:  9781470423308 
Product Code:  CBMATH/6.B 
List Price:  $96.00 $72.00 
Softcover ISBN:  9780821803820 
Product Code:  CBMATH/6 
List Price:  $48.00 
Individual Price:  $38.40 
eBook ISBN:  9781470423308 
Product Code:  CBMATH/6.E 
List Price:  $48.00 
Individual Price:  $38.40 
Softcover ISBN:  9780821803820 
eBook ISBN:  9781470423308 
Product Code:  CBMATH/6.B 
List Price:  $96.00 $72.00 

Book DetailsCBMS Issues in Mathematics EducationVolume: 6; 1996; 217 ppMSC: Primary 00; 92; 97
The field of research in collegiate mathematics education has grown rapidly over the past twentyfive years. Many people are convinced that improvement in mathematics education can only come with a greater understanding of what is involved when a student tries to learn mathematics and how pedagogy can be more directly related to the learning process. Today there is a substantial body of work and a growing group of researchers addressing both basic and applied issues of mathematics education at the collegiate level.
This second volume in Research in Collegiate Mathematics Education begins with a paper that attends to methodology and closes with a list of questions. The leadoff paper describes a distinctive approach to research on key concepts in the undergraduate mathematics curriculum. This approach is distinguished from others in several ways, especially its integration of research and instruction. The papers in this volume exhibit a large diversity in methods and purposes, ranging from historical studies, to theoretical examinations of the role of gender in mathematics education, to practical evaluations of particular practices and circumstances.
As in RCME I, this volume poses a list of questions to the reader related to undergraduate mathematics education. The eighteen questions were raised at the first Oberwolfach Conference in Undergraduate Mathematics Education, which was held in the fall of 1995, and are related to both research and curriculum.
This series is published in cooperation with the Mathematical Association of America.
ReadershipResearchers and teachers in collegiate mathematics education.

Table of Contents

Articles

Mark Asiala, Anne Brown, David J. DeVries, Ed Dubinsky, David Mathews and Karen Thomas — 1. A framework for research and curriculum development in undergraduate mathematics education

David Dennis and Jere Confrey — 2. The creation of continuous exponents: A study of the methods and epistemology of John Wallis

Rina Zazkis and Ed Dubinsky — 3. Dihedral groups: A tale of two interpretations

Annette Ricks Leitze — 4. To major or not major in mathematics? Affective factors in the choiceofmajor decision

Maria C. Linn and Cathy Kessel — 5. Success in mathematics: Increasing talent and gender diversity among college majors

Sandra L. Burmeister, Patricia Ann Kenney and Doris L. Nice — 6. Analysis of effectiveness of supplemental instruction (SI) sessions for college algebra, calculus, and statistics

Kyngmee Park and Kenneth J. Travers — 7. A comparative study of a computerbased and a standard college firstyear calculus course

Alvin Baranchik and Barry Cherkas — 8. Differential patterns of guessing and omitting in mathematics placement testing

Thomas D. DeFranco — 9. A perspective on mathematical problemsolving expertise based on the performances of male Ph.D. mathematicians

10. Questions on new trends in the teaching and learning of mathematics


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The field of research in collegiate mathematics education has grown rapidly over the past twentyfive years. Many people are convinced that improvement in mathematics education can only come with a greater understanding of what is involved when a student tries to learn mathematics and how pedagogy can be more directly related to the learning process. Today there is a substantial body of work and a growing group of researchers addressing both basic and applied issues of mathematics education at the collegiate level.
This second volume in Research in Collegiate Mathematics Education begins with a paper that attends to methodology and closes with a list of questions. The leadoff paper describes a distinctive approach to research on key concepts in the undergraduate mathematics curriculum. This approach is distinguished from others in several ways, especially its integration of research and instruction. The papers in this volume exhibit a large diversity in methods and purposes, ranging from historical studies, to theoretical examinations of the role of gender in mathematics education, to practical evaluations of particular practices and circumstances.
As in RCME I, this volume poses a list of questions to the reader related to undergraduate mathematics education. The eighteen questions were raised at the first Oberwolfach Conference in Undergraduate Mathematics Education, which was held in the fall of 1995, and are related to both research and curriculum.
This series is published in cooperation with the Mathematical Association of America.
Researchers and teachers in collegiate mathematics education.

Articles

Mark Asiala, Anne Brown, David J. DeVries, Ed Dubinsky, David Mathews and Karen Thomas — 1. A framework for research and curriculum development in undergraduate mathematics education

David Dennis and Jere Confrey — 2. The creation of continuous exponents: A study of the methods and epistemology of John Wallis

Rina Zazkis and Ed Dubinsky — 3. Dihedral groups: A tale of two interpretations

Annette Ricks Leitze — 4. To major or not major in mathematics? Affective factors in the choiceofmajor decision

Maria C. Linn and Cathy Kessel — 5. Success in mathematics: Increasing talent and gender diversity among college majors

Sandra L. Burmeister, Patricia Ann Kenney and Doris L. Nice — 6. Analysis of effectiveness of supplemental instruction (SI) sessions for college algebra, calculus, and statistics

Kyngmee Park and Kenneth J. Travers — 7. A comparative study of a computerbased and a standard college firstyear calculus course

Alvin Baranchik and Barry Cherkas — 8. Differential patterns of guessing and omitting in mathematics placement testing

Thomas D. DeFranco — 9. A perspective on mathematical problemsolving expertise based on the performances of male Ph.D. mathematicians

10. Questions on new trends in the teaching and learning of mathematics