Research in Collegiate Mathematics Education. V

Unlike most books reviewed in the journal for Research in Mathematics Education, Problem Solving in the Mathematics Curriculum (PSMC) does not report research. Instead, it seems designed to (a) recommend that problem solving be consistently included in collegiate mathematics instruction, (b) describe some considerations in and ways of teaching problem solving, (c) present an extensive bibliography chosen to help those initiating or teaching problem-solving courses or problem-solving sequences within courses, and (d) give the results of a survey conducted by the Committee on the Teaching of Mathematics of the Mathematical Association of America; the survey provided the impetus for PSMC. Accordingly, the book is divided into four parts. The short first part describes the evolution of PSMC and the recommendations of the Committee on the Teaching of Mathematics. The second part, a more-or-less personal essay by Alan Schoenfeld, gives suggestions for teaching problem solving. The third and most extensive part is an annotated bibliography of journals, books, and articles that might be used to develop in struction in problem solving or to find appropriate problems for such instruction. The last part presents both the survey instrument and the results of the survey.

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Review: A New Era in Collegiate Mathematics Education Research: Good Learning of College Mathematics: Can We Recognize, Understand, Foster, and Document It?

Journal for Research in Mathematics Education ◽

10.5951/jresematheduc.26.1.0092 ◽

1995 ◽

Vol 26 (1) ◽

pp. 92-95

Author(s):

Alfinio Flores

Keyword(s):

Education Research ◽

Mathematics Education ◽

Mathematics Education Research ◽

College Mathematics ◽

New Era ◽

Collegiate Mathematics ◽

Good Learning

Research in college mathematics education is neither new (Suydam, 1975) nor unusual (Becker & Pence, 1994). However, the literature of this field is still very scattered, with many of the articles published in journals that mathematicians do not usually read. Although in recent years a few books have appeared that deal with college mathematics, books that collect papers devoted to research in the field are certainly needed.

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Review: A New Era in Collegiate Mathematics Education Research: A Mathematician's View of RCME

Journal for Research in Mathematics Education ◽

10.5951/jresematheduc.26.1.0089 ◽

1995 ◽

Vol 26 (1) ◽

pp. 89-92

Author(s):

Robert F. Wheeler

Keyword(s):

Education Research ◽

Mathematics Education ◽

Mathematics Teaching ◽

American Mathematical Society ◽

Mathematics Education Research ◽

Mathematical Society ◽

New Era ◽

Learning And Teaching ◽

Mathematical Association ◽

Collegiate Mathematics

For the mathematician interested in issues of learning and teaching, these are, ostensibly, the best of times. The American Mathematical Society has joined the Mathematical Association of America in making choice time slots available at national and regional meetings for discussions of educational issues. These sessions have been well attended, not only by young Ph.D.'s, but also by senior mathematicians, full professors with the protection of tenure, who have the potential to substantially modify the way in which college mathematics teaching is done.

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Alternatives to Research

Mathematics Teacher ◽

10.5951/mt.60.7.0711 ◽

1967 ◽

Vol 60 (7) ◽

pp. 711-714

Author(s):

Dan E. Christie ◽

James H. Wells

Keyword(s):

Teacher Preparation ◽

Mathematics Education ◽

Mathematics Teaching ◽

Faculty Members ◽

The Other ◽

High Quality ◽

College Teacher ◽

Formidable Challenge ◽

Collegiate Mathematics ◽

Good College

A Formidable challenge to excellence is posed by two trends in collegiate mathematics education: one is the admirable flow of numerous students into fields requiring mathematics, with a consequent demand for good college teachers; the other is the lamentable tendency for undergraduate mathematics faculties to be understaffed and overworked. The two trends together generate a challenge which the CUPM Panel on College Teacher Preparation now confronts: How can undergraduate faculty members achieve and maintain high quality in mathematics teaching?

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