An image of calculus reform: Students’ experiences of Harvard calculus

2006 ◽  
pp. 1-25
Author(s):  
Jon Star ◽  
John Smith
Keyword(s):  
Calculus Reform

STUDENT SURVEYS AND CALCULUS REFORM*

PRIMUS ◽  
1993 ◽  
Vol 3 (2) ◽  
pp. 133-140
Author(s):  
Harriet C. Edwards
Keyword(s):  
Student Surveys ◽  
Calculus Reform

THE BASIC LINK IN CALCULUS REFORM: STUDENT DISCOVERY

PRIMUS ◽  
1991 ◽  
Vol 1 (4) ◽  
pp. 339-342 ◽  
Author(s):  
Robert W. Case
Keyword(s):  
Basic Link ◽  
Calculus Reform

GRADUATE STUDENT INITIATED CALCULUS REFORM - PART II

PRIMUS ◽  
2000 ◽  
Vol 10 (2) ◽  
pp. 143-155
Author(s):  
Harel Barzilai
Keyword(s):  
Graduate Student ◽  
Calculus Reform

CALCULUS REFORM: WHAT WAS HAPPENING BEFORE 1986?

PRIMUS ◽  
1992 ◽  
Vol 2 (3) ◽  
pp. 224-234 ◽  
Author(s):  
Elizabeth J. Teles
Keyword(s):  
Calculus Reform

Connecting Research to Teaching: Visual and Analytic Thinking in Calculus

2009 ◽  
Vol 103 (2) ◽  
pp. 140-145
Author(s):  
Erhan Selcuk Haciomeroglu ◽  
Leslie Aspinwall ◽  
Norma C. Presmeg
Keyword(s):  
Mathematics Education ◽  
Multiple Representations ◽  
Reform Movement ◽  
National Council ◽  
Analytic Thinking ◽  
Mathematical Concepts ◽  
Mathematical Objects ◽  
Ways Of Thinking ◽  
Calculus Reform

A frequent message in mathematics education focuses on the benefits of multiple representations of mathematical concepts (Aspinwall and Shaw 2002). The National Council of Teachers of Mathematics, for instance, claims that “different representations support different ways of thinking about and manipulating mathematical objects” (NCTM 2000, p. 360). A recommendation conveyed in the ongoing calculus reform movement is that students should use multiple representations and make connections among them so that they can develop deeper and more robust understanding of the concepts.

GRADUATE STUDENT INITIATED CALCULUS REFORM - PART I

PRIMUS ◽  
1999 ◽  
Vol 9 (1) ◽  
pp. 29-38 ◽  
Author(s):  
Harel Barzilai
Keyword(s):  
Graduate Student ◽  
Calculus Reform
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