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020 |a9780306472312|9978-0-306-47231-2
024 7 |a10.1007/0-306-47231-7|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aQA10.92-20
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072 7|aEDU029010|2bisacsh
072 7|aJNU|2thema
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090 |aDK/9831
245 14|aThe Teaching and Learning of Mathematics at University Level|h[electronic resource] :|bAn ICMI Study /|cedited by Derek Holton.
250 |a1st ed. 2001.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2001.
300 |aVIII, 562 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aNew ICMI Study Series,|x2215-1745 ;|v7
505 0 |aWhy the Professor Must be a Stimulating Teacher -- Changing Contexts in Tertiary Mathematics: Implications for Diversity and Equity -- Policy Issues -- Policy Issues Concerning Teaching at University Level in France -- Mathematics Education in Chinese Universities -- Policy in Sweden -- Practice -- Trends in Curriculum -- Mathematical Teaching Practices at Tertiary Level: Working Group Report -- The Secondary-tertiary Interface -- The Warwick Analysis Project: Practice and Theory -- Professional Development for Changing Undergraduate Mathematics Instruction -- Scientific Debate in Mathematics Courses -- Making Large Lectures Effective: An Effort to Increase Student Success -- University Mathematics Based on Problem-oriented Student Projects: 25 Years of Experience with the Roskilde Model -- The Active/Interactive Classroom -- Concordia University, Montreal, Canada -- Eidgenössische Technische Hochschule Zurich, Switzerland -- Universidad Nacional Del Litoral, Santa FE, Argentina -- Universiti Teknologi Malaysia, Malaysia -- University of Joensuu, Finland -- Research -- What Can We Learn from Educational Research at the University Level? -- Purposes and Methods of Research in Mathematics Education -- Tertiary Mathematics Education Research and its Future -- Research into the Teaching and Learning of Linear Algebra -- APOS: A Constructivist Theory of Learning in Undergraduate Mathematics Education Research -- Research on the Teaching and Learning of Calculus/Elementary Analysis -- Mathematics and Other Disciplines -- Revolution by Stealth: Redefining University Mathematics -- Mathematics and Other Subjects -- Trying the Impossible -- Do not Ask What Mathematics Can do for Modelling -- Technolo -- Technology -- Technology in College Statistics Courses -- Computer Algebra Systems in the Learning and Teachingof Linear Algebra: Some Examples -- Reflections on the Sustained Use of Technology in Undergraduate Mathematics Education -- Finding a Role for Technology in Service Mathematics for Engineers and Scientists -- Assessment -- Assessing Undergraduate Mathematics Students -- Assessing Mathematical Thinking Via FLAG -- Assessing Student Project Work -- Teacher Education -- Preparation of Primary and Secondary Mathematics Teachers: A working group report -- Using Research to Inform Pre-Service Teacher Education Programmes -- Mathematicians and the Preparation of Elementary Teachers -- Mathematics Teachers’ Education in France: From Academic Training to Professionalization -- The Mathematical Education of School Teachers: Role and Responsibilities of University Mathematicians -- On the Training of French Prospective University Teachers -- Professionalisation of Teaching in Higher Education in the United Kingdom -- The Alpha and Omega of Teacher Education: Organizing Mathematical Activities.
520 |aThis 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.
650 0|aMathematics|xStudy and teaching .
650 0|aLearning, Psychology of.
650 0|aMathematics.
650 0|aAlgebras, Linear.
650 0|aMathematical analysis.
650 0|aMathematical models.
650 14|aMathematics Education.
650 24|aInstructional Psychology.
650 24|aMathematics.
650 24|aLinear Algebra.
650 24|aAnalysis.
650 24|aMathematical Modeling and Industrial Mathematics.
700 1 |aHolton, Derek.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9780792371915
776 08|iPrinted edition:|z9781402000720
776 08|iPrinted edition:|z9789401739160
830 0|aNew ICMI Study Series,|x2215-1745 ;|v7
856 40|uhttps://doi.org/10.1007/0-306-47231-7
912 |aZDB-2-SHU
912 |aZDB-2-SXED
912 |aZDB-2-BAE
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)