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Research in Collegiate Mathematics Education. VII

Edited by: Fernando Hitt Université du Québec á Montréal, Montréal, QC, Canada
Derek Holton University of Melbourne, Parkville, Victoria, Australia
Patrick W. Thompson Arizona State University, Tempe, AZ
A co-publication of the AMS and CBMS
Available Formats:
Softcover ISBN: 978-0-8218-4996-5
Product Code: CBMATH/16
List Price: $59.00 MAA Member Price:$53.10
AMS Member Price: $47.20 Electronic ISBN: 978-1-4704-1565-5 Product Code: CBMATH/16.E List Price:$59.00
MAA Member Price: $53.10 AMS Member Price:$47.20
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This product is available for purchase as a bundle. Purchasing as a bundle enables you to save on the electronic version.
List Price: $88.50 MAA Member Price:$79.65
AMS Member Price: $70.80 Click above image for expanded view Research in Collegiate Mathematics Education. VII Edited by: Fernando Hitt Université du Québec á Montréal, Montréal, QC, Canada Derek Holton University of Melbourne, Parkville, Victoria, Australia Patrick W. Thompson Arizona State University, Tempe, AZ A co-publication of the AMS and CBMS Available Formats:  Softcover ISBN: 978-0-8218-4996-5 Product Code: CBMATH/16  List Price:$59.00 MAA Member Price: $53.10 AMS Member Price:$47.20
 Electronic ISBN: 978-1-4704-1565-5 Product Code: CBMATH/16.E
 List Price: $59.00 MAA Member Price:$53.10 AMS Member Price: $47.20 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:$88.50 MAA Member Price: $79.65 AMS Member Price:$70.80
• Book Details

CBMS Issues in Mathematics Education
Volume: 162010; 261 pp
MSC: 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.

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 Santos-Trigo - 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 transition-to-proof 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

• Request Review Copy
Volume: 162010; 261 pp
MSC: 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.

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 Santos-Trigo - 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 transition-to-proof 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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