Softcover ISBN:  9780821808825 
Product Code:  CBMATH/7 
List Price:  $69.00 
Individual Price:  $55.20 
eBook ISBN:  9781470423315 
Product Code:  CBMATH/7.E 
List Price:  $69.00 
Individual Price:  $55.20 
Softcover ISBN:  9780821808825 
eBook: ISBN:  9781470423315 
Product Code:  CBMATH/7.B 
List Price:  $138.00 $103.50 
Softcover ISBN:  9780821808825 
Product Code:  CBMATH/7 
List Price:  $69.00 
Individual Price:  $55.20 
eBook ISBN:  9781470423315 
Product Code:  CBMATH/7.E 
List Price:  $69.00 
Individual Price:  $55.20 
Softcover ISBN:  9780821808825 
eBook ISBN:  9781470423315 
Product Code:  CBMATH/7.B 
List Price:  $138.00 $103.50 

Book DetailsCBMS Issues in Mathematics EducationVolume: 7; 1998; 316 ppMSC: Primary 00; 92; 97
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.
ReadershipGraduate students, research mathematicians and general mathematical readers interested in mathematics education.

Table of Contents

Articles

Abraham Arcavi, Catherine Kessel, Luciano Meira and John Smith, III — 1. Teaching mathematical problem solving: An analysis of an emergent classroom community

Manuel SantosTrigo — 2. On the implementation of mathematical problem solving instruction: Qualities of some learning activities

Alan Schoenfeld — 3. Reflections on a course in mathematical problem solving

Marilyn Carlson — 4. A crosssectional investigation of the development of the function concept

David Meel — 5. Honors students’ calculus understandings: Comparing calculus & mathematica and traditional calculus students

Alvin Baranchik and Barry Cherkas — 6. Supplementary methods for assessing student performance on a standardized test in elementary algebra

Guershon Harel and Larry Sowder — 7. Students’ proof schemes: Results from exploratory studies

David Gibson — 8. Students’ use of diagrams to develop proofs in an introductory analysis course

Annie Selden and John Selden — 9. Questions regarding the teaching and learning of undergraduate mathematics (and research thereon)


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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.
Graduate students, research mathematicians and general mathematical readers interested in mathematics education.

Articles

Abraham Arcavi, Catherine Kessel, Luciano Meira and John Smith, III — 1. Teaching mathematical problem solving: An analysis of an emergent classroom community

Manuel SantosTrigo — 2. On the implementation of mathematical problem solving instruction: Qualities of some learning activities

Alan Schoenfeld — 3. Reflections on a course in mathematical problem solving

Marilyn Carlson — 4. A crosssectional investigation of the development of the function concept

David Meel — 5. Honors students’ calculus understandings: Comparing calculus & mathematica and traditional calculus students

Alvin Baranchik and Barry Cherkas — 6. Supplementary methods for assessing student performance on a standardized test in elementary algebra

Guershon Harel and Larry Sowder — 7. Students’ proof schemes: Results from exploratory studies

David Gibson — 8. Students’ use of diagrams to develop proofs in an introductory analysis course

Annie Selden and John Selden — 9. Questions regarding the teaching and learning of undergraduate mathematics (and research thereon)