The Teaching and Learning of Mathematics at University Level: An ICMI Study

Front Cover
Derek Holton
Springer Science & Business Media, 30. sept 2001 - 560 pages
This book is the final report of the ICMI study on the Teaching and Learning of Mathematics at University Level. As such it is one of a number of such studies that ICMI has commissioned. The other Study Volumes cover assessment in mathematics education, gender equity, research in mathematics education, the teaching of geometry, and history in mathematics education. All ofthese Study Volumes represent a statement of the state of the art in their respective areas. We hope that this is also the case for the current Study Volume. The current study on university level mathematics was commissioned for essentially four reasons. First, universities world-wide are accepting a much larger and more diverse group of students than has been the case. Consequently, universities have begun to adopt a role more like that of the school system and less like the elite institutions of the past. As a result the educational and pedagogical issues facing universities have changed. Second, although university student numbers have increased significantly, there has not been a corresponding increase in the number of mathematics majors. Hence mathematics departments have to be more aware of their students’ needs in order to retain the students they have and to attract future students. As part of this awareness, departments of mathematics have to take the teaching and learning of mathematics more seriously than perhaps they have in the past.
 

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Contents

Towards a New Paradigm of Teaching Mathematics at a University Level
3
Implications for Diversity and Equity
13
Policy Issues
27
Policy Issues Concerning Teaching at a University Level in France
37
Mathematics Education in Chinese Universities
45
Policy in Sweden
49
PRACTICE
57
A Working Group Project
59
Research on the Teaching and Learning of CalculusElementary Analysis
283
MATHEMATICS AND OTHER DISCIPLINES
301
Redefining University Mathematics
303
Mathematics And Other Subjects
313
Teaching Mathematics to Physicists and Engineers
321
Ask What Modelling Can do for Mathematics
335
TECHNOLOGY
347
A Working Group Report
349

Working Group Report
71
The SecondTertiary Interface
87
Practice and Theory
99
Professional Development for Changing Undergraduate Mathematics Instruction
113
Scientific Debate in Mathematic Courses
127
An Effort to Increase Student Success
137
25 Years of Experience with the Roskilde Model
153
The ActiveInteractive Classroom
167
Concordia University Montreal Canada
179
Eidgenössische Technische Hochschule Zurich Switzerland
185
Universidad Nacional Del Litoral Santa Fe Argentina
191
Universiti Teknologi Malaysia Malaysia
195
University of Joensuu Finland
199
RESEARCH
205
What Can We Learn from Educational Research at the University Level?
207
Purposes and Methods of Research in Mathematics Education
221
Tertiary Mathematics Education Research and Its Future
237
Research into the Teaching and Learning of Linear Algebra
255
A Constructivist Theory of Learning in Undergraduate Mathematics Education Research
275
Technology in College Statistics Courses
357
Some Examples
371
Reflections on the Sustained Use of Technology in Undergraduate Mathematics Education
381
Finding a Role for Technology in Service Mathematics for Engineers and Scientists
395
ASSESSMENT
405
Assessing Undergraduate Mathematics Students
407
Assessing Mathematical Thinking Via FLAG
423
Assessing Student Project Work
431
TEACHER EDUCATION
443
A Working Group Report
445
Using Research to Inform PreService Teacher Education Programmes
455
Mathematicians and the Preparation of Elementary Teachers
467
From Academic Training to Professionalization
481
Role and Responsibilities of University Mathematicians
501
On The Training of French Prospective University Teachers
519
Professionalisation of Teaching in Higher Education in the United Kingdom
529
Organizing Mathematical Activities
539
Index
553
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