Softcover ISBN:  9780821820285 
Product Code:  CBMATH/8 
List Price:  $60.00 
Individual Price:  $48.00 
eBook ISBN:  9781470423322 
Product Code:  CBMATH/8.E 
List Price:  $60.00 
Individual Price:  $48.00 
Softcover ISBN:  9780821820285 
eBook: ISBN:  9781470423322 
Product Code:  CBMATH/8.B 
List Price:  $120.00 $90.00 
Softcover ISBN:  9780821820285 
Product Code:  CBMATH/8 
List Price:  $60.00 
Individual Price:  $48.00 
eBook ISBN:  9781470423322 
Product Code:  CBMATH/8.E 
List Price:  $60.00 
Individual Price:  $48.00 
Softcover ISBN:  9780821820285 
eBook ISBN:  9781470423322 
Product Code:  CBMATH/8.B 
List Price:  $120.00 $90.00 

Book DetailsCBMS Issues in Mathematics EducationVolume: 8; 2000; 291 ppMSC: Primary 00; 97
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 largescale and smallscale longitudinal comparisons of students enrolled in firstyear 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.
ReadershipGraduate students, teachers, and researchers interested in collegiate mathematics.

Table of Contents

Articles

Michèle Artigue — 1. Teaching and learning calculus: What can be learned from education research and curricular changes in France?

Betsy Darken, Robert Wynegar and Stephen Kuhn — 2. Evaluating calculus reform: A review and a longitudinal study

Susan Ganter and Michael Jiroutek — 3. The need for evaluation in the calculus reform movement. A comparison of two calculus teaching methods

Keith Schwingendorf, George McCabe and Jonathan Kuhn — 4. A longitudinal study of the C$^4$L calculus reform program: Comparisons of C$^4$L and traditional students

Michael McDonald, David Mathews and Kevin Strobel — 5. Understanding sequences: A tale of two objects

Michelle Zandieh — 6. A theoretical framework for analyzing student understanding of the concept of derivative

Annie Selden, John Selden, Shandy Hauk and Alice Mason — 7. Why can’t calculus students access their knowledge to solve nonroutine problems?

William Martin — 8. Lasting effects of the integrated use of graphing technologies in precalculus mathematics

John Hannah — 9. Visual confusion in permutation representations

Rina Zazkis — 10. Factors, divisors, and multiples: Exploring the web of students’ connections

Ed Dubinsky and Olga Yiparaki — 11. On student understanding of AE and EA quantification


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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 largescale and smallscale longitudinal comparisons of students enrolled in firstyear 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.

Articles

Michèle Artigue — 1. Teaching and learning calculus: What can be learned from education research and curricular changes in France?

Betsy Darken, Robert Wynegar and Stephen Kuhn — 2. Evaluating calculus reform: A review and a longitudinal study

Susan Ganter and Michael Jiroutek — 3. The need for evaluation in the calculus reform movement. A comparison of two calculus teaching methods

Keith Schwingendorf, George McCabe and Jonathan Kuhn — 4. A longitudinal study of the C$^4$L calculus reform program: Comparisons of C$^4$L and traditional students

Michael McDonald, David Mathews and Kevin Strobel — 5. Understanding sequences: A tale of two objects

Michelle Zandieh — 6. A theoretical framework for analyzing student understanding of the concept of derivative

Annie Selden, John Selden, Shandy Hauk and Alice Mason — 7. Why can’t calculus students access their knowledge to solve nonroutine problems?

William Martin — 8. Lasting effects of the integrated use of graphing technologies in precalculus mathematics

John Hannah — 9. Visual confusion in permutation representations

Rina Zazkis — 10. Factors, divisors, and multiples: Exploring the web of students’ connections

Ed Dubinsky and Olga Yiparaki — 11. On student understanding of AE and EA quantification