Riassunto
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.
Contenuti
Preface. Section I: Introduction. Why the Professor Must be a Stimulating Teacher: Towards a New Paradigm of Teaching Mathematics at University Level; C. Alsina. Changing Contexts in Tertiary Mathematics: Implications for Diversity and Equity; R. Zevenbergen. Policy Issues; J. Thomas. Policy Case Studies. Policy Issues Concerning Teaching at University Level in France; J.-L. Dorier, V. Durand-Guerrier. Mathematics Education in Chinese Universities; X. Longwan. Policy in Sweden; A. Tengstrand. Section 2: Practice. Trends in Curriculum: A Working Group Report; J. Hillel. Mathematical Teaching Practices at Tertiary Level: Working Group Report; J. Mason. The Secondary-Tertiary Interface; L. Wood. The Warwick Analysis Project: Practice and Theory; L. Alcock, A. Simpson. Professional Development for Changing Undergraduate Mathematics Instruction; H. Keynes, A. Olson. Scientific Debate in Mathematics Courses; M. Legrand. Making Large Lectures Effective: An Effort to Increase Student Success; K. Millett. University Mathematics Based on Problem-Oriented Student Projects: 25 Years of Experience with the Roskilde Model; M. Niss. The Active/Interactive Classroom; D. Smith. Departmental Profiles. Concordia University, Montreal, Canada; J. Hillel. Eidgenössische Technische Hochschule, Zurich, Switzerland; U. Kirchgraber. Universidad Nacional Del Literal, Santa Fe, Argentina; N. Aguilera, R. Marcias. Universiti Teknologi Malaysia, Malaysia. University of Joensuu, Finland; M. Pesonen. Section 3: Research. What Can We Learn from Educational Research at the University Level? M. Artigue. Purposes and Methods of Research in Mathematics Education; A. Schoenfeld. TertiaryMathematics Education Research and its Future; A. Selden, J. Selden. Research into the Teaching and Learning of Linear Algebra; J.-L. Dorier, A. Sierpinska. APOS: A Constructivist Theory of Learning in Undergraduate Mathematics Education Research; E. Dubinski, M. McDonald. Research on the Teaching and Learning of Calculus/Elementary Analysis; A. Robert, N. Speer. Section 4: Mathematics and Other Disciplines. Revolution by Stealth: Redefining University Mathematics; L. Steen. Mathematics and Other Subjects; J.-P. Bourguignon. Trying the Impossible: Teaching Mathematics to Physicists and Engineers; B. Kümmerer. Do Not Ask What Mathematics Can do for Modelling. Ask What Modelling Can do for Mathematics! J. Ottesen. Section 5: Technology. Technology: A Working Group Report; K. King, et al. Technology in College Statistics Courses; J. Garfield, et al. Computer Algebra Systems in the Learning and Teaching of Linear Algebra: Some Examples; J. Hillel. Reflections on the Sustained Use of Technology in Undergraduate Mathematics Education; E. Muller. Finding a Role for Technology in Service Mathematics for Engineers and Scientists; P. Kent, R. Noss. Section 6: Assessment. Assessing Undergraduate Mathematics Students; K. Houston. Assessing Mathematical Thinking Via FLAG; J. Ridgway, et al. Assessing Student Project Work; C. Haines, K. Houston. Section 7: Teacher Education. Preparation of Primary and Secondary Mathematics Teachers: A Working Group Report; H. Williams. Using Research to Inform Pre-Service Teacher Education Programmes; T. Cooney. Mathematicians and the Preparation of Elementary Teachers; C. Kessel, L. Ma. Mathematics Teachers' Education in France: From Academic Training to
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