图书简介

Part 1: Research on the secondary-tertiary transition.- Chapter 1. Self-regulated learning of first-year mathematics students.- Chapter 2. The societal dimension in teacher students beliefs on mathematics teaching and learning.- Chapter 3. The Organization of Inter-level Communities to Address the Transition Between Secondary and Post-secondary in Mathematics.- Chapter 4. Framing mathematics support measures: goals, characteristics and frame conditions.- Part 2: Research on university students’ mathematical practices.- Chapter 5. “It is easy to see”- tacit expectations in multivariable calculus.- Chapter 6. University Students’ Development of (Non-) Mathematical Practices: A Theory and its Implementation in a Study of one Introductory Real Analysis Course.- Chapter 7. A theoretical account of the mathematical practices students need in order to learn from lecture.- Chapter 8. The choice of arguments: considering acceptance and epistemic value in the context of local order.- Chapter 9. Supporting students in developing adequate definitions at university: The case of the convergence of sequences.- Chapter 10. Proving and defining in mathematics - Two intertwined mathematical practices.- Part 3: Research on teaching and curriculum design.- Chapter 11. Developing mathematics teaching in university tutorials: an activity perspective.- Chapter 12. Conceptualizations of the role of resources for supporting teaching by university instructors.- Chapter 13. The rhetoric of the flow of proof – Dissociation, presence and a shared basis of agreement.- Chapter 14. Teaching Mathematics Education to Mathematics and Education.- Chapter 15. Inquiry-Oriented Linear Algebra: Connecting Design-Based Research and Instructional Change Theory in Curriculum Design.- Chapter 16. Profession-specific curriculum design research in mathematics teacher education: The case of abstract algebra.- Chapter 17. Leveraging Collaboration, Coordination, and Curriculum Design to Transform Calculus Teaching and Learning.- Part 4: Research on university students’ mathematical inquiry.- Chapter 18. Real or fake inquiries? Study and research paths in statistics and engineering education.- Chapter 19. Fostering inquiry and creatity in abstract algebra: the theory of banquets and its reflexive stance on the structuralist methodology.- Chapter 20. Following in Cauchy’s footsteps: student inquiry in real analysis.- Chapter 21. Examining the role of generic skills in inquiry-based mathematics education: the case of extreme apprenticeship.- Chapter 22. On the levels and types of students’ inquiry: the case of calculus.- Chapter 23. Students prove at the board in whole-class setting.- Chapter 24. Preservice secondary school teachers revisiting real numbers: a striking instance of Klein’s second discontinuity.- Part 5: Research on mathematics for non-specialists.- Chapter 25. Mathematics in the training of engineers: Contributions of the Anthropological Theory of the Didactic.- Chapter 26. For an institutional epistemology.- Chapter 27. Modeling and multiple representations: Bringing together math and engineering.- Chapter 28. The interface between mathematics and engineering in basic engineering courses.- Chapter 29. Modifying tasks in mathematics service courses for engineers based on subject-specific analyses of engineering mathematical practices. Chapter 30. Learning mathematics through working with engineering projects.- Chapter 31. Challenges for research about mathematics for non-specialists.- Chapter 32. Establishing a National Research Agenda in University Mathematics Education to Inform and Improve Teaching and Learning Mathematics as a Service Subject.- Chapter 33. Tertiary mathematics through the eyes of non-specialists: engineering students’ experiences and perspectives.

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