This is a text that contains the latest in thinking and the best in practice. It provides a state-of-the-art statement on tertiary teaching from a multi-perspective standpoint. No previous book has attempted to take such a wide view of the topic. The book will be of special interest to academic mathematicians, mathematics educators, and educational researchers. It arose from the ICMI Study into the teaching and learning of mathematics at university level (initiated at the conference in Singapore, 1998).

Inhalt

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