1:15 p.m. Teaching and learning college mathematics: A review of research. Joanne Rossi Becker*, San Jose State University
Barbara J. Pence, San Jose State University
(863-98-20)
1:45 p.m. Student understanding of calculus through computer graphics. Charlene E. Beckmann*, Grand Valley State University
(863-98-270)
2:15 p.m. Building concept images -- supercalculators and students' use of multiple representations. Dianne Hart*, Oregon State University
(863-98-269)
2:45 p.m. The effects of using computer algebra in teaching undergraduate calculus. Phoebe T. Judson*, Trinity University
(863-98-15)
3:15 p.m. Even good calculus students can't solve nonroutine problems. John Selden, Tennessee Technological University
Annie Selden*, Tennessee Technological University
Alice Mason, Tennessee Technological University
(863-98-31)
3:45 p.m. An instructional treatment for functions that seems to help. Ed Dubinsky*, Purdue University, West Lafayette
(863-98-66)
4:15 p.m. Multiple representations for functions. Albert A. Cuoco*, Woburn High School, Massachusetts
(863-98-19)
7:00 a.m. On the construction of knowledge in mathematics: Formation of entities, abstraction, and generalization. Guershon Harel*, Purdue University, West Lafayette
(863-98-104)
7:30 a.m. A framework for understanding the learning and use of mathematical notations. James J. Kaput*, Southeastern Massachusetts University
(863-98-395)
8:00 a.m. Symbiotic effects of collaboration, verbalization, and cognition in elementary statistics. Martin V. Bonsangue*, Mount San Antonio Community College
(863-98-157)
8:30 a.m. Exploratory study of the proof-writing performance of college students in elementary group theory. Eric W. Hart*, Maharishi International University
(863-98-296)
9:00 a.m. Learning abstract algebra via programming in ISETL. Uri Leron*, Technion-Israel Institute of Technology, Israel
(863-98-80)
9:30 a.m. A unified approach to developing intuition in mathematics. Anne Dow*, Maharishi International University
(863-98-175)
1:15 p.m. Engagement in mathematics problem-solving. Frances Rosamond*, National University
(863-98-540)
1:45 p.m. Mathematical experience and mental models of graphically presented data. Curtis C. McKnight*, University of Oklahoma
Mark A. Fisher, University of Oklahoma
(863-98-208)
2:15 p.m. Understanding how students acquire concepts underlying set formation. Nancy Baxter*, Dickinson College
(863-98-103)
2:45 p.m. Student constructions of mathematical concepts and visualization using computers. Keith E. Schwingendorf*, Purdue University, West Lafayette
(863-98-315)
7:00 a.m. Students' conceptions of infinity in the calculus. Gontran Ervynck*, Catholic University, Leuven, Belgium
(863-98-231)
7:30 a.m. A Krutetskiian perspective on and cognitive obstacles to the learning of calculus. F. Alexander Norman*, University of North Carolina, Charlotte
Mary Kim Prichard, University of North Carolina, Charlotte
(863-98-147)
8:00 a.m. Calculus courses and their conceptual residue. Shlomo Vinner*, Hebrew University, Isreael
(863-98-580)
8:30 a.m. Research in calculus learning: Understanding of limits, derivatives, and integrals. Joan Ferrini-Mundy*, University of New Hampshire
Karen Graham, University of New Hampshire
(863-98-197)
7:00 a.m. Improving the achievement of minorities in mathematics: A formative evaluation of a community college program. Susan L. Ganter*, Western Washington University
(863-98-501)
7:30 a.m. Formal logic and key concepts as a foundation for calculus and discrete mathematics. Robert B. Davis*, Rutgers University, New Brunswick
(863-98-384)
8:00 a.m. Minimal expanded proofs. Annie Selden, Tennessee Technical University
John Selden*, Tennessee Technical University
(863-98-30)
8:30 a.m. Learning about linear functions. Alan H. Schoenfeld*, University of California, Berkeley
(863-98-337)