1991 Joint Mathematics Meetings, Program by Special Session
AMS Meeting Program by Special Session
Current as of Tuesday, April 12, 2005 15:08:47
1991 Joint Mathematics Meetings
San Francisco, CA, January 16-19, 1991
Andy R Magid, AMS firstname.lastname@example.org
Kenneth A Ross, MAA email@example.com
AMS-MAA Special Session on Research in Undergraduate Mathematics Education
Wednesday January 16, 1991, 1:15 p.m.-5:05 p.m.
AMS-MAA Special Session on Research in Undergraduate Mathematics Education, I
Teaching and learning college mathematics: A review of research.
Joanne Rossi Becker*, San Jose State University
Barbara J. Pence, San Jose State University
Student understanding of calculus through computer graphics.
Charlene E. Beckmann*, Grand Valley State University
Building concept images -- supercalculators and students' use of multiple representations.
Dianne Hart*, Oregon State University
The effects of using computer algebra in teaching undergraduate calculus.
Phoebe T. Judson*, Trinity University
Even good calculus students can't solve nonroutine problems.
John Selden, Tennessee Technological University
Annie Selden*, Tennessee Technological University
Alice Mason, Tennessee Technological University
An instructional treatment for functions that seems to help.
Ed Dubinsky*, Purdue University, West Lafayette
Multiple representations for functions.
Albert A. Cuoco*, Woburn High School, Massachusetts
Thursday January 17, 1991, 7:00 a.m.-9:50 a.m.
AMS-MAA Special Session on Research in Undergraduate Mathematics Education, II
On the construction of knowledge in mathematics: Formation of entities, abstraction, and generalization.
Guershon Harel*, Purdue University, West Lafayette
A framework for understanding the learning and use of mathematical notations.
James J. Kaput*, Southeastern Massachusetts University
Symbiotic effects of collaboration, verbalization, and cognition in elementary statistics.
Martin V. Bonsangue*, Mount San Antonio Community College
Exploratory study of the proof-writing performance of college students in elementary group theory.
Eric W. Hart*, Maharishi International University
Learning abstract algebra via programming in ISETL.
Uri Leron*, Technion-Israel Institute of Technology, Israel
A unified approach to developing intuition in mathematics.
Anne Dow*, Maharishi International University
Thursday January 17, 1991, 1:15 p.m.-3:05 p.m.
AMS-MAA Special Session on Research in Undergraduate Mathematics Education, III
Engagement in mathematics problem-solving.
Frances Rosamond*, National University
Mathematical experience and mental models of graphically presented data.
Curtis C. McKnight*, University of Oklahoma
Mark A. Fisher, University of Oklahoma
Understanding how students acquire concepts underlying set formation.
Nancy Baxter*, Dickinson College
Student constructions of mathematical concepts and visualization using computers.
Keith E. Schwingendorf*, Purdue University, West Lafayette
Friday January 18, 1991, 7:00 a.m.-9:50 a.m.
AMS-MAA Special Session on Research in Undergraduate Mathematics Education, IV
Students' conceptions of infinity in the calculus.
Gontran Ervynck*, Catholic University, Leuven, Belgium
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
Calculus courses and their conceptual residue.
Shlomo Vinner*, Hebrew University, Isreael
Research in calculus learning: Understanding of limits, derivatives, and integrals.
Joan Ferrini-Mundy*, University of New Hampshire
Karen Graham, University of New Hampshire
Saturday January 19, 1991, 7:00 a.m.-9:50 a.m.
AMS-MAA Special Session on Research in Undergraduate Mathematics Education, V
Improving the achievement of minorities in mathematics: A formative evaluation of a community college program.
Susan L. Ganter*, Western Washington University
Formal logic and key concepts as a foundation for calculus and discrete mathematics.
Robert B. Davis*, Rutgers University, New Brunswick
Minimal expanded proofs.
Annie Selden, Tennessee Technical University
John Selden*, Tennessee Technical University
Learning about linear functions.
Alan H. Schoenfeld*, University of California, Berkeley