Description
Book SynopsisReflects the themes of student learning and calculus. This volume includes overviews of calculus reform in France and in the US and large-scale and small-scale longitudinal comparisons of students enrolled in first-year reform courses and in traditional courses. It concludes with a study of a concept that overlaps the areas of focus, quantifiers.
Table of ContentsTeaching and learning calculus: What can be learned from education research and curricular changes in France? by M. Artigue Evaluating calculus reform: A review and a longitudinal study by B. Darken, R. Wynegar, and S. Kuhn The need for evaluation in the calculus reform movement. A comparison of two calculus teaching methods by S. L. Ganter and M. R. Jiroutek A longitudinal study of the C$^4$L calculus reform program: Comparisons of C$^4$L and traditional students by K. E. Schwingendorf, G. P. McCabe, and J. Kuhn Understanding sequences: A tale of two objects by M. A. McDonald, D. M. Mathews, and K. H. Strobel A theoretical framework for analyzing student understanding of the concept of derivative by M. J. Zandieh Why can't calculus students access their knowledge to solve non-routine problems? by A. Selden, J. Selden, S. Hauk, and A. Mason Lasting effects of the integrated use of graphing technologies in precalculus mathematics by W. O. Martin Visual confusion in permutation representations by J. Hannah Factors, divisors, and multiples: Exploring the web of students' connections by R. Zazkis On student understanding of AE and EA quantification by E. Dubinsky and O. Yiparaki.
