1995 Joint Mathematics Meetings, Program by Special Session
AMS Meeting Program by Special Session
Current as of Tuesday, April 12, 2005 15:09:19
1995 Joint Mathematics Meetings
San Francisco, CA, January 4-7, 1995
Andy R Magid, AMS email@example.com
Donovan H Van Osdol, MAA firstname.lastname@example.org
AMS-MAA Special Session on Research In Undergraduate Mathematics Education
Friday January 6, 1995, 7:05 p.m.-10:00 p.m.
AMS-MAA Special Session on Research In Undergraduate Mathematics Education, I
Visualization in graphing: A resource for learning rather than a source of errors.
Steven Monk*, University of Washington
A longitudinal investigation of the development of the function concept.
Marilyn P. Carlson*, University of Kansas
Comparing the understanding of integration for students in a traditional and reform calculus program.
Dora C. Ahmadi*, University of Oklahoma
A survey of selected programs for the preparation of secondary school mathematics teachers in Russia and the United States.
Beverly J. Ferrucci*, Keene State College
Jack A. Carter, California State University, Hayward
The impact of a problem-solving based mathematics content course on preservice elementary school teachers' mathematical beliefs.
Charles E. Emenaker*, Miami University
Constructivism and counterintuitive examples in mathematics education.
Larry Lesser*, University of Northern Colorado
Introductory-level mathematics for the non-science major.
J. A. LaVita*, University of Denver
William S. Dorn, University of Denver
Evaluating the effects of changing a mathematics core curriculum.
Rich West*, United States Military Academy
When lectures decrease, does understanding increase?
Mary M. Sullivan*, Curry College
Saturday January 7, 1995, 1:05 p.m.-5:30 p.m.
AMS-MAA Special Session on Research In Undergraduate Mathematics Education, II
On students' construction of Dihedral groups.
Rina Zazkis*, Simon Fraser University
Ed Dubinsky, Purdue University, West Lafayette
Student perceptions of learning in advance undergraduate mathematics courses.
Randall P. Dahlberg*, Allegheny College
David L. Housman, Allegheny College
Student understanding of the isomorphism between the rings 2Z/6Z and Z3.
Ed Dubinsky*, Purdue University, West Lafayette
Math anxiety: An update.
Sheila Tobias*, Tucson, Arizona
The long-term effect of the graphing calculator on female students' spatial visualization skills and level-of-understanding in elementary graphing and algebra concepts.
Mary Margaret Shoaf-Grubbs*, College of New Rochelle
Graphing calculators and visualization in the college algebra classroom.
Margo Alexander*, Georgia State University
Comparing calculus achievement of classes taught by the traditional versus graphics calculator method of instruction.
Jane T. Upshaw*, University of South Carolina, Beaufort
Uncontrollable images: Graphic representations between a function and its derivative.
Leslie Aspinwall*, Middle Tennessee State University
Norma C. Presmeg, Florida State University
Kenneth L. Shaw, Florida State University
An object-based visual language for describing dynamical systems.
Wallace Feurzeig*, BBN Laboratories
A prospectus for research at the intersection of mathematics, pedagogy and the visual cortex.
Judah L. Schwartz*, Harvard University
Student performance in courses beyond calculus--A comparison of students in Project CALC and traditionally taught calculus.
Jack Bookman*, Duke University
The calculus evaluation project at the University of Michigan.
Patricia D. Shure*, University of Michigan, Ann Arbor
David T. Burkam, University of Michigan, Ann Arbor
Evaluation of undergraduate mathematics education reform: How to develop a plan.
Susan L. Ganter*, Worcester Polytechnic Institute