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Making the Connection
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  • Cited by 8
  • Cited by
    This book has been cited by the following publications. This list is generated based on data provided by CrossRef.

    Bansilal, Sarah 2017. The application of the percentage change calculation in the context of inflation in Mathematical Literacy. Pythagoras, Vol. 38, Issue. 1,

    Ekici, Celil and Gard, Andrew 2017. Inquiry-Based Learning of Transcendental Functions in Calculus. PRIMUS, Vol. 27, Issue. 7, p. 681.

    Arieli-Attali, Meirav and Liu, Ying 2016. Beyond correctness: development and validation of concept-based categorical scoring rubrics for diagnostic purposes. Educational Psychology, Vol. 36, Issue. 6, p. 1083.

    Leuders, Timo 2016. Subject Matter Analysis with a Perspective on Teacher Education – The Case of Galois Theory as a Theory of Symmetry. Journal für Mathematik-Didaktik, Vol. 37, Issue. S1, p. 163.

    Spraakman, Gary and Jackling, Beverley 2014. A Conceptual Framework for Learning Management Accounting. Accounting Perspectives, Vol. 13, Issue. 1, p. 61.

    Misfeldt, Morten and Sanne, Anders 2012. Teaching Mathematics Online. p. 350.

    Bennett, Curtis D. and Dewar, Jacqueline M. 2012. An Overview of the Scholarship of Teaching and Learning in Mathematics. PRIMUS, Vol. 22, Issue. 6, p. 458.

    Carlson, Marilyn Oehrtman, Michael and Engelke, Nicole 2010. The Precalculus Concept Assessment: A Tool for Assessing Students’ Reasoning Abilities and Understandings. Cognition and Instruction, Vol. 28, Issue. 2, p. 113.

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Book description

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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