Making the Connection: Research and Teaching in Undergraduate Mathematics Education

doi:10.5948/UPO9780883859759

The chapters in this volume convey insights from mathematics education research that have direct implications for anyone interested in improving teaching and learning in undergraduate mathematics. This synthesis of research on learning and teaching mathematics provides relevant information for any mathematics department or any individual faculty member who is working to improve introductory proof courses, the longitudinal coherence of precalculus through differential equations, students' mathematical thinking and problem solving abilities, and students' understanding of fundamental ideas such as variable, and rate of change. Other chapters include information about programs that have been successful in supporting students' continued study of mathematics. The authors provide many examples and ideas to help the reader infuse the knowledge from mathematics education research into mathematics teaching practice.

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Contents

20 - From Concept Images to Pedagogic Structure for a Mathematical Topic
pp 255-274
- By John Mason, Open University
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21 - Promoting Effective Mathematical Practices in Students: Insights from Problem Solving Research
pp 275-288
- By Marilyn Carlson, Arizona State University, Irene Bloom, Arizona State University, Peggy Glick, Arizona State University
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22 - When Students Don't Apply the Knowledge You Think They Have, Rethink Your Assumptions about Transfer
pp 289-304
- By Joanne Lobato, San Diego State University
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23 - How Do Mathematicians Learn To Teach? Implications from Research on Teachers and Teaching for Graduate Student Professional Development
pp 305-318
- By Natasha Speer, Michigan State University, Ole Hald, University of California at Berkeley
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Making the Connection

Research and Teaching in Undergraduate Mathematics Education

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Contents

20 - From Concept Images to Pedagogic Structure for a Mathematical Topic
pp 255-274

21 - Promoting Effective Mathematical Practices in Students: Insights from Problem Solving Research
pp 275-288

22 - When Students Don't Apply the Knowledge You Think They Have, Rethink Your Assumptions about Transfer
pp 289-304

23 - How Do Mathematicians Learn To Teach? Implications from Research on Teachers and Teaching for Graduate Student Professional Development
pp 305-318

About the Editors
pp 319-319

Metrics

Altmetric attention score

Full text views

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Making the Connection

Research and Teaching in Undergraduate Mathematics Education

Book description

Refine List

Actions for selected content:

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Contents

20 - From Concept Images to Pedagogic Structure for a Mathematical Topic pp 255-274

21 - Promoting Effective Mathematical Practices in Students: Insights from Problem Solving Research pp 275-288

22 - When Students Don't Apply the Knowledge You Think They Have, Rethink Your Assumptions about Transfer pp 289-304

23 - How Do Mathematicians Learn To Teach? Implications from Research on Teachers and Teaching for Graduate Student Professional Development pp 305-318

About the Editors pp 319-319

Metrics

Altmetric attention score

Full text views

Book summary page views

20 - From Concept Images to Pedagogic Structure for a Mathematical Topic
pp 255-274

21 - Promoting Effective Mathematical Practices in Students: Insights from Problem Solving Research
pp 275-288

22 - When Students Don't Apply the Knowledge You Think They Have, Rethink Your Assumptions about Transfer
pp 289-304

23 - How Do Mathematicians Learn To Teach? Implications from Research on Teachers and Teaching for Graduate Student Professional Development
pp 305-318

About the Editors
pp 319-319