The field of research in collegiate mathematics education has grown rapidly over the past twenty-five years. Many people are convinced that improvement in mathematics education can only come with a greater understanding of what is involved when a student tries to learn mathematics and how pedagogy can be more directly related to the learning process. Today there is a substantial body of work and a growing group of researchers addressing both basic and applied issues of mathematics education at the collegiate level.This second volume in ""Research in Collegiate Mathematics Education"" begins with a paper that attends to methodology and closes with a list of questions. The lead-off paper describes a distinctive approach to research on key concepts in the undergraduate mathematics curriculum. This approach is distinguished from others in several ways, especially its integration of research and instruction. The papers in this volume exhibit a large diversity in methods and purposes, ranging from historical studies, to theoretical examinations of the role of gender in mathematics education, to practical evaluations of particular practices and circumstances. As in RCME I, this volume poses a list of questions to the reader related to undergraduate mathematics education. The eighteen questions were raised at the first Oberwolfach Conference in Undergraduate Mathematics Education, which was held in the fall of 1995, and are related to both research and curriculum.
A framework for research and curriculum development in undergraduate mathematics education by M. Asiala, A. Brown, D. J. DeVries, E. Dubinsky, D. Mathews, and K. Thomas The creation of continuous exponents: A study of the methods and epistemology of John Wallis by D. Dennis and J. Confrey Dihedral groups: A tale of two interpretations by R. Zazkis and E. Dubinsky To major or not major in mathematics? Affective factors in the choice-of-major decision by A. R. Leitze Success in mathematics: Increasing talent and gender diversity among college majors by M. C. Linn and C. Kessel Analysis of effectiveness of supplemental instruction (SI) sessions for college algebra, calculus, and statistics by S. L. Burmeister, P. A. Kenney, and D. L. Nice A comparative study of a computer-based and a standard college first-year calculus course by K. Park and K. J. Travers Differential patterns of guessing and omitting in mathematics placement testing by A. Baranchik and B. Cherkas A perspective on mathematical problem-solving expertise based on the performances of male Ph.D. mathematicians by T. C. DeFranco Questions on new trends in the teaching and learning of mathematics: The Oberwolfach Conference, 27 November-1 December, 1995.