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The Teaching and Learning of Mathematics at University Level

An ICMI Study

  • Book
  • © 2001

Overview

Editors:
  1. Derek Holton

    1. University of Otago, Dunedin, New Zealand

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  2. Michèle Artigue
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  3. Urs Kirchgräber
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  4. Joel Hillel
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  5. Mogens Niss
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  6. Alan Schoenfeld
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Part of the book series: New ICMI Study Series (NISS, volume 7)

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Table of contents (46 chapters)

  1. Front Matter

    Pages i-xii
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  2. Introduction

    1. Why the Professor Must be a Stimulating Teacher

      • Claudi Alsina
      Pages 3-12

    2. Changing Contexts in Tertiary Mathematics: Implications for Diversity and Equity

      • Robyn Zevenbergen
      Pages 13-26

    3. Policy Issues

      • Jan Thomas
      Pages 27-36

    4. Policy Issues Concerning Teaching at University Level in France

      • Jean-Luc Dorier, Viviane Durand-Guerrier
      Pages 37-44

    5. Mathematics Education in Chinese Universities

      • Xiang Longwan
      Pages 45-48

    6. Policy in Sweden

      • Anders Tengstrand
      Pages 49-56

  3. Practice

    1. Trends in Curriculum

      • Joel Hillel
      Pages 59-69

    2. Mathematical Teaching Practices at Tertiary Level: Working Group Report

      • John Mason
      Pages 71-86

    3. The Secondary-tertiary Interface

      • Leigh Wood
      Pages 87-98

    4. The Warwick Analysis Project: Practice and Theory

      • Lara Alcock, Adrian Simpson
      Pages 99-111

    5. Professional Development for Changing Undergraduate Mathematics Instruction

      • Harvey B. Keynes, Andrea M. Olson
      Pages 113-126

    6. Scientific Debate in Mathematics Courses

      • Marc Legrand
      Pages 127-135

    7. Making Large Lectures Effective: An Effort to Increase Student Success

      • Kenneth C. Millett
      Pages 137-152

    8. University Mathematics Based on Problem-oriented Student Projects: 25 Years of Experience with the Roskilde Model

      • Mogens Niss
      Pages 153-165

    9. The Active/Interactive Classroom

      • David A. Smith
      Pages 167-178

    10. Concordia University, Montreal, Canada

      • Joel Hillel
      Pages 179-183

    11. Eidgenössische Technische Hochschule Zurich, Switzerland

      • Urs Kirchgraber
      Pages 185-190

    12. Universidad Nacional Del Litoral, Santa FE, Argentina

      • Nestor Aguilera, Roberto Macias
      Pages 191-194

    13. Universiti Teknologi Malaysia, Malaysia

      • Roselainy Abdul Rahman
      Pages 195-198
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Keywords

About this book

This book is the final report of the ICMI study on the Teaching and Learning of Mathematics at University Level. As such it is one of a number of such studies that ICMI has commissioned. The other Study Volumes cover assessment in mathematics education, gender equity, research in mathematics education, the teaching of geometry, and history in mathematics education. All ofthese Study Volumes represent a statement of the state of the art in their respective areas. We hope that this is also the case for the current Study Volume. The current study on university level mathematics was commissioned for essentially four reasons. First, universities world-wide are accepting a much larger and more diverse group of students than has been the case. Consequently, universities have begun to adopt a role more like that of the school system and less like the elite institutions of the past. As a result the educational and pedagogical issues facing universities have changed. Second, although university student numbers have increased significantly, there has not been a corresponding increase in the number of mathematics majors. Hence mathematics departments have to be more aware of their students’ needs in order to retain the students they have and to attract future students. As part of this awareness, departments of mathematics have to take the teaching and learning of mathematics more seriously than perhaps they have in the past.

Editors and Affiliations

  • University of Otago, Dunedin, New Zealand

    Derek Holton

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