RUMEC
paper abstracts are available below. We regret that the full texts are
not available online to non-members, due to copyright restrictions. However,
if you email the authors, they may be able to send you a copy.
Terms used in RUMEC papers have very specific, negotiated meanings.
While these meanings have and will continue to change over time, you can
see how we currently define them in the RUMEC Glossary.
A Framework for Research and Curriculum Development in Undergraduate Mathematics Education by Mark Asiala, Anne Brown, David J. DeVries, Ed Dubinsky, David Mathews, and Karen Thomas. (1996). Research in Collegiate Mathematics Education II, 3, pp. 1--32.
Understanding
the Limit Concept: Beginning with a Coordinated Process Schema by Jim
Cottrill, Ed
Dubinsky, Devilyna Nichols, Keith
Schwingendorf, Karen
Thomas, and Draga
Vidakovic.
Appears in the December issue of the Journal for Mathematical Behavior,
Volume 15, pp. 167--192, 1996.
The Development of Students' Graphical Understanding of the Derivative by Mark Asiala, Jim Cottrill, Ed Dubinsky, and Keith Schwingendorf. Journal of Mathematical Behavior, 16(4), 399 -- 431, 1997.
The Development of Students' Understanding of Permutations and Symmetries by Mark Asiala, Anne Brown, Jennifer Kleiman, and Dave Mathews. International Journal of Computers for Mathematical Learning, 3, 13 -- 43, 1998 .
Constructing
a Schema : The Case of the Chain Rule by Julie
M. Clark, Francisco
Cordero, Jim
Cottrill, Bronislaw
Czarnocha, David
J. DeVries, Denny
St. John, Georgia
Tolias, and Draga
Vidakovic.
Published: Journal of Mathematical Behavior, 14(4), 1997.
Student
Attitudes towards Abstract Algebra by Julie
M. Clark, Clare
Hemenway, Denny
St. John, Georgia
Tolias, and Roozbeh
Vakil
Published: Primus, 9(1), 1999.
Student understanding of cosets, normality and quotient groups by Mark Asiala, Ed Dubinsky, David Mathews, Steve Morics, and Asuman Oktac. Journal of Mathematical Behavior, 16(3), 241 -- 309, 1997.
Successful Students' Conceptions of Mean, Standard Deviation, and The Central Limit Theorem by David Mathews and Julie M. Clark
Understanding Sequences: A Tale of Two Objects by Michael A. McDonald, David Mathews, and Kevin Strobel. To appear in RCME 4.
Learning
binary operations, groups, and subgroups by Anne
Brown, David
J. DeVries, Ed
Dubinsky, and Karen
Thomas. Journal of Mathematical Behavior,
16(3), 187 -- 239, 1997.
The schema triad -- A calculus example by
Bernie Baker,
Laurel Cooley, and
Maria Trigueros.
To appear in November 2000 issue of the
Journal for Research in Mathematics Education.
Where do Fractions Encounter their Equivalents? Can this Encounter Take Place in Elementary-School? by Ilana Arnon, Pearla Nesher, and Renata Nirenburg. (March 2001). Accepted for publication in International Journal of Computers for Mathematical Learning.
Ilana Arnon In the mind's eye: how children develop mathematical concepts -extending Piaget's theory. Unpublished doctoral dissertation, School of Education, Haifa University.
Development of the process conception of function, by D. D. Breidenbach, Ed Dubinsky, J. Hawks, and D. Nichols. Educational Studies in Mathematics, 23 , 247 -- 285, 1992.
A story of progress: Research in undergraduate mathematics education, by Julie Clark, Dave DeVries, George Litman, Maria Meletiou, Steve Morics, Keith Schwingendorf, Draga Vidakovic, Submited for publicaton.
Students' understanding of the concept of chain rule in first year calculus and the relation to their understanding of composition of functions. by Jim Cottrill. Doctoral dissertation, Purdue University, 1999,
Reflective abstraction and mathematics education: The genetic decomposition of induction and compactness, by Ed Dubinsky and P. Lewin. Journal of Mathematical Behavior, 5, 55 -- 92, 1986.
Teaching mathematical induction I, by Ed Dubinsky . Journal of Mathematical Behavior, 6(1), 305 -- 317, 1987.
The student's construction of quantification, by Ed Dubinsky , F. Elterman, and C. Gong. For the Learning of Mathematics, 8(2), 44 -- 51, 1988.
On teaching mathematical induction II, by Ed Dubinsky , Journal of Mathematical Behavior, 8, 285 -- 304, 1989.
Reflective abstraction in advanced mathematical thinking, by Ed Dubinsky . In (D. Tall, ed.) Advanced Mathematical Thinking, Dordrecht: Kluwer, 95-126, 1991.
The constructive aspects of reflective abstraction in advanced mathematics, by Ed Dubinsky . In (L. P. Steffe, ed.) Epistemological Foundations of Mathematical Experiences, New York: Springer-Verlag, 1991.
A learning theory approach to calculus, by Ed Dubinsky . In (Z. Karian, ed.) Symbolic computation in undergraduate mathematics education, MAA Notes, 24, Mathematical Association of America, 48-55, 1992.
The nature of the process conception of function, by Ed Dubinsky and Guershon Harel. in (G. Harel and E. Dubinsky, eds.) The concept of function: Aspects of epistemology and pedagogy , MAA Notes, 25, Mathematical Association of America, 85-106, 1992.
A theory and practice of learning college mathematics, by Ed Dubinsky . In ((A. Schoenfeld, ed.) Mathematical Thinking and Problem Solving. Hillsdale: Erlbaum, 221-243, 1994.
On learning fundamental concepts of group theory, by Ed Dubinsky , J. Dautermann, U. Leron and R. Zazkis. Educational Studies in Mathematics, 27(3), 267-305, 1994.
A programming language for learning mathematics, by Ed Dubinsky , Communications on Pure and Applied Mathematics, 48, 1 -- 25, 1995.
On learning quantification, by Ed Dubinsky , Journal of Computers in Mathematics and Science Teaching, 16(2/3), 335-362, 1997.
A longitudinal study of the C4L
reform program: Comparisons of C4L and traditional students,
by J. Kuhn, G. McCabe, and K. Schwingendorf.
To appear in RCME 4.
Meaning and formalism in mathematics, by Ed Dubinsky , To appear in IJCLM.
Students' approaches to different uses of variable, by M. Trigueros , S. Ursini, R. Quintero, and A. Reyes. Proceedings of the XIX PME International Conference, 1995.
College students' conceptions of variable, by M. Trigueros , S. Ursini, and A. Reyes. Proceedings of the XX PME International Conference, Spain, 1996.
Understanding of different uses of variable: A study with starting college students, by M. Trigueros and S. Ursini. Proceedings of the XXI PME International Conference, Finland, 1997.
Starting college students' difficulties in
working with different uses of variable, by
M.
Trigueros and S. Ursini.
Submitted for publication.
Cooperative learning: Differences between group and individual processes of construction of the concept of inverse function, by D. Vidakovic. Unpublished doctoral dissertation, Purdue University, 1993.
Learning the concept of inverse function in a group versus individual environment by D. Vidakovic. In Dubinsky, E., Mathews, D. & Reynolds, B., (Eds.), Readings in Cooperative Learning , MAA Notes No 44, 173 -- 195, 1997 .
Learning the concept of inverse function, by D. Vidakovic. The Journal of Computers in Mathematics and Science Teaching, 15(3), 295 -- 318, 1996.
A
Conceptions of area: In students and in history, by
B. Czarnocha, E.
Dubinsky,
S. Loch,
V. Prabhu ,
and
D. Vidakovic
.
Accepted for publication in CMJ.
Calculus Students Intuition of Area and the
Definite Integral
, by
B. Czarnocha, E.
Dubinsky,
S. Loch,
V. Prabhu ,
and
D. Vidakovic
Work in progress.
One theoretical perspective in undergraduate mathematics education research, by B. Czarnocha, E. Dubinsky, V. Prabhu , and D. Vidakovic Proceedings of the XXIII PME International Conference, Israel, 1999.
APOS theory, Vygotskyi and Natural Language, by B. Czarnocha. Accepted for presentation at the PME-NA, Mexico, 1999.
Please mail your comments on this page to draga@cs.gsu.edu
Last Updated: August 18, 1999