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Swinyard, Craig; Larsen, Sean – Journal for Research in Mathematics Education, 2012
The purpose of this article is to elaborate Cottrill et al.'s (1996) conceptual framework of limit, an explanatory model of how students might come to understand the limit concept. Drawing on a retrospective analysis of 2 teaching experiments, we propose 2 theoretical constructs to account for the students' success in formulating and understanding…
Descriptors: Mathematics Education, Learner Engagement, Models, Experiments
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Smith, John P., III; Star, Jon R. – Journal for Research in Mathematics Education, 2007
Research on the impact of Standards-based, K-12 mathematics programs (i.e., written curricula and associated teaching practices) and of reform calculus programs has focused primarily on student achievement and secondarily, and rather ineffectively, on student attitudes. This research has shown that reform programs have competed well with…
Descriptors: Program Effectiveness, Teaching Methods, Student Attitudes, Elementary Secondary Education
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Lucas, John F. – Journal for Research in Mathematics Education, 1974
An experimental calculus class was instructed by inquiry-style presentation incorporating heuristic problem-solving strategies. A control class was also instructed using an inquiry style, but with no emphasis on heuristics. Based on interviews, it is suggested that heuristic-oriented instruction can be an effective mode of teaching problem…
Descriptors: Calculus, College Mathematics, Instruction, Mathematics Education
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Carlson, Marilyn; Jacobs, Sally; Coe, Edward; Larsen, Sean; Hsu, Eric – Journal for Research in Mathematics Education, 2002
Develops covariational reasoning and proposes a framework for describing mental actions when interpreting and representing dynamic function events. Investigates calculus students' ability to reason about covarying quantities in dynamic situations. Suggests that curriculum and instruction should emphasize moving students to a coordinated image of…
Descriptors: Calculus, Cognitive Development, Curriculum Development, Higher Education
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Nagy, Philip; And Others – Journal for Research in Mathematics Education, 1991
Compared was the content of what is taught and what is tested in a high school calculus course. Results showed differences in content coverage across teachers and differences in the overlap between content taught and content tested. Methodological issues in the investigation of teacher grading practices are discussed. (CW)
Descriptors: Academic Achievement, Calculus, Grading, High Schools
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Rasmussen, Chris; Marrongelle, Karen – Journal for Research in Mathematics Education, 2006
Teaching in a manner consistent with reform recommendations is a challenging and often overwhelming task. Part of this challenge involves using students' thinking and understanding as a basis for the development of mathematical ideas (cf. NCTM, 2000). The purpose of this article is to address this challenge by developing the notion of "pedagogical…
Descriptors: Educational Change, Mathematics Education, Pedagogical Content Knowledge, Speech Communication