The role of the mathematics textbook at tertiary level has received limited exposure in previous research although it is likely that students work individually and that some of this work depends on the use of the textbook. The aim of this study was to investigate the process of approaching the textbook from epistemological, cognitive, and…

Issues arising in the transition from secondary school to tertiary mathematics study are increasingly coming under scrutiny. In this paper, we analyse two practical aspects of the school-tertiary interface: teaching style; and assessment. We present some of the findings arising from a 2-year national project in New Zealand titled "Analysing the…

Many beginning university students struggle with the new approaches to mathematics that they find in their courses due to a shift in presentation of mathematical ideas, from a procedural approach to concept definitions and deductive derivations, and ideas building upon each other in quick succession. This paper highlights this struggle by…

The notion of quality in undergraduate mathematics lectures is examined by using theoretical notions and research results from the literature and empirical data from a case study on lecturing on limits of functions. A systemic triangular model is found to catch critical quality aspects of a mathematics lecture, consisting of mathematical…

Compares outcomes of traditional and reform calculus courses in terms of students' retention of basic concepts and skills after the passage of time. Concludes that reform students retain better conceptual knowledge and traditional students retain better procedural knowledge. Demonstrates that reform calculus students understand concepts before…

Indicates that writing Chinese is correlated to Chinese-American (CA) students' spatial skills and investigates whether writing Chinese would have the same relationship to mathematics skills. Suggested a strong correlation between writing Chinese and success on SAT-Math. Supports the cultural relativity theory of gender difference on SAT-Math.…

Reports on the responses of students using a computer algebra system (CAS) called DERIVE in an introductory calculus course at undergraduate level. Indicates that the use of this technology was a catalyst for students to use three types of learning strategies: (1) regularly using multiple representations, (2) discussing meaning with peers and…

Assesses the ability of university students enrolled in an introductory calculus course to solve related-rates problems set in geometric contexts. Indicates that overall performance on the geometric related-rates problems was poor and the poorest performance was on steps linked to conceptual understanding. (Contains 34 references.) (Author/ASK)

Describes an investigation into the effects of introducing scientific software into the learning experience of a large and diverse first year university mathematics class on attitudes and learning. Confirms the affective potential of this kind of technology. (Contains 16 references.) (Author/ASK)

Describes a study within the framework of an undergraduate course in teaching skills and strategies. Provides an opportunity for students to learn a mathematical topic through teaching it to eighth grade pupils in the Learning Through Teaching (LTT) environment. Focuses on the development of students' understanding of line symmetry. Indicates that…

Studies two intact classes of 30 undergraduate students enrolled in a mathematics course; however, one group received relaxation training during an initial class meeting and during the first 5-7 minutes of each subsequent class. The group which received the relaxation training had significantly lower mathematics anxiety and significantly higher…

Explores some of the common difficulties experienced by preservice primary teachers with mathematical word problems. Examines weaknesses in students' content and procedural knowledge, with a particular focus on how they apply these aspects of knowledge to solving closed word problems. Contains 34 references. (Author/ASK)

Examines some aspects of mathematical cognition at the highest level of formal functioning. Illustrates how the structure of a mathematician's output and its cognitive complexity can be characterized by the Structure of the Observed Learning Outcome (SOLO) taxonomy. Contains 28 references. (Author/ASK)

Provides a critical analysis of some of the social and political contexts of mathematics education in the adult and vocational education and training sectors with particular reference to gender issues. Presents a brief overview of recent policy developments and reviews selected papers from the literature on gender equity. Compares constraints of…

Describes the process of starting a new program in computer science and engineering that is heavily based on applied mathematics and only open to women. Emphasizes that success requires considerable interest in mathematics and curiosity about computer science among female students at the secondary level and the acceptance of the single-sex program…