7:05 p.m. Visualization in graphing: A resource for learning rather than a source of errors. Steven Monk*, University of Washington
(897-98-543)
7:20 p.m. A longitudinal investigation of the development of the function concept. Marilyn P. Carlson*, University of Kansas
(897-98-635)
7:35 p.m. Comparing the understanding of integration for students in a traditional and reform calculus program. Dora C. Ahmadi*, University of Oklahoma
(897-98-956)
7:50 p.m. Discussion
8:05 p.m. 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
(897-97-469)
8:20 p.m. The impact of a problem-solving based mathematics content course on preservice elementary school teachers' mathematical beliefs. Charles E. Emenaker*, Miami University
(897-98-433)
8:35 p.m. Constructivism and counterintuitive examples in mathematics education. Larry Lesser*, University of Northern Colorado
(897-98-429)
8:50 p.m. Discussion
9:05 p.m. Introductory-level mathematics for the non-science major. J. A. LaVita*, University of Denver
William S. Dorn, University of Denver
(897-98-691)
9:20 p.m. Evaluating the effects of changing a mathematics core curriculum. Rich West*, United States Military Academy
(897-98-401)
9:35 p.m. When lectures decrease, does understanding increase? Mary M. Sullivan*, Curry College
(897-98-564)
1:05 p.m. On students' construction of Dihedral groups. Rina Zazkis*, Simon Fraser University
Ed Dubinsky, Purdue University, West Lafayette
(897-98-529)
1:20 p.m. Student perceptions of learning in advance undergraduate mathematics courses. Randall P. Dahlberg*, Allegheny College
David L. Housman, Allegheny College
(897-98-720)
1:35 p.m. Student understanding of the isomorphism between the rings 2Z/6Z and Z3. Ed Dubinsky*, Purdue University, West Lafayette
(897-98-528)
1:50 p.m. Discussion
2:05 p.m. Math anxiety: An update. Sheila Tobias*, Tucson, Arizona
(897-98-400)
2:35 p.m. 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
(897-98-431)
2:50 p.m. Graphing calculators and visualization in the college algebra classroom. Margo Alexander*, Georgia State University
(897-98-890)
3:05 p.m. Comparing calculus achievement of classes taught by the traditional versus graphics calculator method of instruction. Jane T. Upshaw*, University of South Carolina, Beaufort
(897-98-430)
3:20 p.m. Discussion
3:35 p.m. 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
(897-98-432)
3:50 p.m. An object-based visual language for describing dynamical systems. Wallace Feurzeig*, BBN Laboratories
(897-98-549)
4:05 p.m. A prospectus for research at the intersection of mathematics, pedagogy and the visual cortex. Judah L. Schwartz*, Harvard University
(897-98-583)
4:20 p.m. Disscussion
4:35 p.m. Student performance in courses beyond calculus--A comparison of students in Project CALC and traditionally taught calculus. Jack Bookman*, Duke University
(897-98-629)
4:50 p.m. 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
(897-98-835)
5:05 p.m. Evaluation of undergraduate mathematics education reform: How to develop a plan. Susan L. Ganter*, Worcester Polytechnic Institute
(897-98-880)