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Research in Collegiate Mathematics Education. III

Edited by: Alan H. Schoenfeld University of California, Berkeley, Berkeley, CA
Jim Kaput University of Massachusetts, Dartmouth, Dartmouth, MA
Ed Dubinsky Georgia State University, Atlanta, GA
A co-publication of the AMS and CBMS
Available Formats:
Softcover ISBN: 978-0-8218-0882-5
Product Code: CBMATH/7
List Price: $65.00 Individual Price:$52.00
Electronic ISBN: 978-1-4704-2331-5
Product Code: CBMATH/7.E
List Price: $65.00 Individual Price:$52.00
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List Price: $97.50 Click above image for expanded view Research in Collegiate Mathematics Education. III Edited by: Alan H. Schoenfeld University of California, Berkeley, Berkeley, CA Jim Kaput University of Massachusetts, Dartmouth, Dartmouth, MA Ed Dubinsky Georgia State University, Atlanta, GA A co-publication of the AMS and CBMS Available Formats:  Softcover ISBN: 978-0-8218-0882-5 Product Code: CBMATH/7  List Price:$65.00 Individual Price: $52.00  Electronic ISBN: 978-1-4704-2331-5 Product Code: CBMATH/7.E  List Price:$65.00 Individual Price: $52.00 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:$97.50
• Book Details

CBMS Issues in Mathematics Education
Volume: 71998; 316 pp
MSC: Primary 00; 92; 97;

Volume III of Research in Collegiate Mathematics Education (RCME) presents state-of-the-art research on understanding, teaching, and learning mathematics at the post-secondary 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 problem-solving instruction. The articles provide new detail and insight on a well-known 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.

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 Santos-Trigo - 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 cross-sectional 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)
• Request Review Copy
Volume: 71998; 316 pp
MSC: Primary 00; 92; 97;

Volume III of Research in Collegiate Mathematics Education (RCME) presents state-of-the-art research on understanding, teaching, and learning mathematics at the post-secondary 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 problem-solving instruction. The articles provide new detail and insight on a well-known 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.

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 Santos-Trigo - 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 cross-sectional 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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