Softcover ISBN:  9780821849965 
Product Code:  CBMATH/16 
List Price:  $62.00 
MAA Member Price:  $55.80 
AMS Member Price:  $49.60 
eBook ISBN:  9781470415655 
Product Code:  CBMATH/16.E 
List Price:  $62.00 
MAA Member Price:  $55.80 
AMS Member Price:  $49.60 
Softcover ISBN:  9780821849965 
eBook: ISBN:  9781470415655 
Product Code:  CBMATH/16.B 
List Price:  $124.00 $93.00 
MAA Member Price:  $111.60 $83.70 
AMS Member Price:  $99.20 $74.40 
Softcover ISBN:  9780821849965 
Product Code:  CBMATH/16 
List Price:  $62.00 
MAA Member Price:  $55.80 
AMS Member Price:  $49.60 
eBook ISBN:  9781470415655 
Product Code:  CBMATH/16.E 
List Price:  $62.00 
MAA Member Price:  $55.80 
AMS Member Price:  $49.60 
Softcover ISBN:  9780821849965 
eBook ISBN:  9781470415655 
Product Code:  CBMATH/16.B 
List Price:  $124.00 $93.00 
MAA Member Price:  $111.60 $83.70 
AMS Member Price:  $99.20 $74.40 

Book DetailsCBMS Issues in Mathematics EducationVolume: 16; 2010; 261 ppMSC: Primary 97; 00
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.
ReadershipResearch mathematicians and people interested in education or math education departments interested in mathematical education.

Table of Contents

Articles

Rina Zazkis and Natasa Sirotic — 1. Representing and defining irrational numbers: Exposing the missing link

Matías Camacho Machín, Ramón Depool Rivero and Manuel SantosTrigo — 2. Students’ use of Derive software in comprehending and making sense of definite integral and area concepts

Lara Alcock — 3. Mathematicians’ perspectives on the teaching and learning of proof

Lara Alcock and Keith Weber — 4. Referential and syntactic approaches to proving: Case studies from a transitiontoproof course

Anne Brown, Michael A. McDonald and Kirk Weller — 5. Step by step: Infinite iterative processes and actual infinity

David T. Kung — 6. Teaching assistants learning how students think

Kimberly S. Sofronas and Thomas C. DeFranco — 7. An examination of the knowledge base for teaching among mathematics faculty teaching calculus in higher education

Nicolas Balacheff and Nathalie Gaudin — 8. Modeling students’ conceptions: The case of function

Vilma Mesa — 9. Strategies for controlling the work in mathematics textbooks for introductory calculus


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

Articles

Rina Zazkis and Natasa Sirotic — 1. Representing and defining irrational numbers: Exposing the missing link

Matías Camacho Machín, Ramón Depool Rivero and Manuel SantosTrigo — 2. Students’ use of Derive software in comprehending and making sense of definite integral and area concepts

Lara Alcock — 3. Mathematicians’ perspectives on the teaching and learning of proof

Lara Alcock and Keith Weber — 4. Referential and syntactic approaches to proving: Case studies from a transitiontoproof course

Anne Brown, Michael A. McDonald and Kirk Weller — 5. Step by step: Infinite iterative processes and actual infinity

David T. Kung — 6. Teaching assistants learning how students think

Kimberly S. Sofronas and Thomas C. DeFranco — 7. An examination of the knowledge base for teaching among mathematics faculty teaching calculus in higher education

Nicolas Balacheff and Nathalie Gaudin — 8. Modeling students’ conceptions: The case of function

Vilma Mesa — 9. Strategies for controlling the work in mathematics textbooks for introductory calculus