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Research in Collegiate Mathematics Education. VI

Edited by: Annie Selden New Mexico State University, Las Cruces, NM
Fernando Hitt Université du Québec à Montréal, Montréal, QC, Canada
Guershon Harel University of California, San Diego, San Diego, CA
Shandy Hauk University of Northern Colorado, Greeley, CO
A co-publication of the AMS and CBMS
Available Formats:
Softcover ISBN: 978-0-8218-4243-0
Product Code: CBMATH/13
List Price: $50.00 Individual Price:$40.00
Electronic ISBN: 978-1-4704-2358-2
Product Code: CBMATH/13.E
List Price: $50.00 Individual Price:$40.00
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List Price: $75.00 Click above image for expanded view Research in Collegiate Mathematics Education. VI Edited by: Annie Selden New Mexico State University, Las Cruces, NM Fernando Hitt Université du Québec à Montréal, Montréal, QC, Canada Guershon Harel University of California, San Diego, San Diego, CA Shandy Hauk University of Northern Colorado, Greeley, CO A co-publication of the AMS and CBMS Available Formats:  Softcover ISBN: 978-0-8218-4243-0 Product Code: CBMATH/13  List Price:$50.00 Individual Price: $40.00  Electronic ISBN: 978-1-4704-2358-2 Product Code: CBMATH/13.E  List Price:$50.00 Individual Price: $40.00 Bundle Print and Electronic Formats and Save! This product is available for purchase as a bundle. Purchasing as a bundle enables you to save on the electronic version.  List Price:$75.00
• Book Details

CBMS Issues in Mathematics Education
Volume: 132006; 248 pp
MSC: Primary 00; 97;

The sixth volume of Research in Collegiate Mathematics Education presents state-of-the-art research on understanding, teaching, and learning mathematics at the postsecondary level. The articles advance our understanding of collegiate mathematics education while being readable by a wide audience of mathematicians interested in issues affecting their own students. This is a collection of useful and informative research regarding the ways our students think about and learn mathematics.

The volume opens with studies on students' experiences with calculus reform and on the effects of concept-based calculus instruction. The next study uses technology and the van Hiele framework to help students construct concept images of sequential convergence. The volume continues with studies on developing and assessing specific competencies in real analysis, on introductory complex analysis, and on using geometry in teaching and learning linear algebra. It closes with a study on the processes used in proof construction and another on the transition to graduate studies 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.

Graduate students and research mathematicians interested in mathematics education issues.

• Articles
• Jon Star and John Smith, III - 1. An image of calculus reform: Students’ experiences of Harvard calculus
• Kelly Chappell - 2. Effects of concept-based instruction on calculus students’ acquisition of conceptual understanding and procedural skill
• Maria Navarro and Pedro Carreras - 3. Constructing a concept image of convergence of sequences in the van Hiele framework
• Niels Grønbæk and Carl Winslow - 4. Developing and assessing specific competencies in a first course on real analysis
• Peter Danenhower - 5. Introductory complex analysis at two British Columbia universities: The first week–complex numbers
• Ghislaine Gueudet-Chartier - 6. Using geometry to teach and learn linear algebra
• Keith Weber - 7. Investigating and teaching the processes used to construct proofs
• Janet Duffin and Adrian Simpson - 8. The transition to independent graduate studies in mathematics

• Request Review Copy
Volume: 132006; 248 pp
MSC: Primary 00; 97;

The sixth volume of Research in Collegiate Mathematics Education presents state-of-the-art research on understanding, teaching, and learning mathematics at the postsecondary level. The articles advance our understanding of collegiate mathematics education while being readable by a wide audience of mathematicians interested in issues affecting their own students. This is a collection of useful and informative research regarding the ways our students think about and learn mathematics.

The volume opens with studies on students' experiences with calculus reform and on the effects of concept-based calculus instruction. The next study uses technology and the van Hiele framework to help students construct concept images of sequential convergence. The volume continues with studies on developing and assessing specific competencies in real analysis, on introductory complex analysis, and on using geometry in teaching and learning linear algebra. It closes with a study on the processes used in proof construction and another on the transition to graduate studies 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.

Graduate students and research mathematicians interested in mathematics education issues.

• Articles
• Jon Star and John Smith, III - 1. An image of calculus reform: Students’ experiences of Harvard calculus
• Kelly Chappell - 2. Effects of concept-based instruction on calculus students’ acquisition of conceptual understanding and procedural skill
• Maria Navarro and Pedro Carreras - 3. Constructing a concept image of convergence of sequences in the van Hiele framework
• Niels Grønbæk and Carl Winslow - 4. Developing and assessing specific competencies in a first course on real analysis
• Peter Danenhower - 5. Introductory complex analysis at two British Columbia universities: The first week–complex numbers
• Ghislaine Gueudet-Chartier - 6. Using geometry to teach and learn linear algebra
• Keith Weber - 7. Investigating and teaching the processes used to construct proofs
• Janet Duffin and Adrian Simpson - 8. The transition to independent graduate studies in mathematics
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