8:00 a.m. Undergraduate students' interpretations of statements of theorems. John Selden, Vanderbilt University
Annie Selden*, Tennessee Technological University
(878-98-580)
8:40 a.m. On learning fundamental concepts of group theory. Rina Zazkis*, Simon Fraser University,
(878-98-258)
9:15 a.m. Visualization in advanced mathematical thinking. Libby Krussel*, State University of New York, College at Cortland
(878-98-415)
9:50 a.m. Teachers' understanding of recursion. Eric W. Hart*, Maharishi International University
(878-98-904)
10:25 a.m. Leaks in the pipeline: College women's persistence in engineering and physical science from entry to graduation. Ann K. Schonberger*, University of Maine, Orono
(878-98-533)
1:00 p.m. Qualitative modes of research applied to undergraduate mathematics education: Promise and potential pitfalls. M. Kathleen Heid*, Pennsylvania State University, University Park
(878-98-610)
1:40 p.m. Issues in the use of qualitative methods for research in mathematics education. Alan Schoenfeld*, University of California, Berkeley
(878-98-579)
2:15 p.m. Making sense of students' sense-making: The mathematics education researcher as anthropologist. Steven Monk*, University of Washington
(878-98-404)
2:50 p.m. Assessment of prerequisite mathematics vocabulary terms for intermediate and college algebra: Culture and gender difference. Frances A. Rosamond*, National University
Cynthia A. Miller, Georgia State University
Brenda D. Smith, Georgia State University
(878-98-632)
1:00 p.m. Rethinking the mathematics education of teachers: What do we know and what do we need to figure out?. Glenda Lappan*, Michigan State University
(878-98-419)
1:35 p.m. Research on learning to teach mathematics: Problems and prospects. Catherine Brown*, University of Pittsburgh, Pittsburgh
(878-98-621)
2:10 p.m. Implications of research and researching for undergraduate mathematical education. F. Alexander Norman*, University of North Carolina, Charlotte
(878-98-418)
2:45 p.m. Student thinking in applying a formal understanding of limit to the concepts of derivative and integral. Ed Dubinsky*, Purdue University, West Lafayette
(878-98-299)
3:20 p.m. Revitalizing functions through student inventions, contextual problems and multi-representational software. Jere Confrey*, Cornell University
Erick Smith, Cornell University
(878-98-612)
3:55 p.m. Student's management of computer algebra systems. Thomas Dick*, Oregon State University
(878-98-529)
4:30 p.m. Interactive graphics laboratories and electronic books and introductory differential geometry. Thomas Banchoff*, Brown University
(878-98-334)