Derek Holton – författare

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.

Focusing Your Attention The purpose of this book is Cat least) twofold. First, we want to show you what mathematics is, what it is about, and how it is done-by those who do it successfully. We are, in fact, trying to give effect to what we call, in Section 9.3, our basic principle of mathematical instruction, asserting that "mathematics must be taught so that students comprehend how and why mathematics is qone by those who do it successfully./I However, our second purpose is quite as important. We want to attract you-and, through you, future readers-to mathematics. There is general agreement in the (so-called) civilized world that mathematics is important, but only a very small minority of those who make contact with mathematics in their early education would describe it as delightful. We want to correct the false impression of mathematics as a combination of skill and drudgery, and to re­ inforce for our readers a picture of mathematics as an exciting, stimulating and engrossing activity; as a world of accessible ideas rather than a world of incomprehensible techniques; as an area of continued interest and investigation and not a set of procedures set in stone.

Focusing YourAttention We have called this book Mathematical Vistas because we have already published a companion book MathematicalRefiections in the same series;1 indeed, the two books are dedicated to the same principal purpose - to stimulate the interest ofbrightpeople in mathematics.Itis not our intention in writing this book to make the earlier book aprerequisite, but it is, of course, natural that this book should contain several references to its predecessor. This is especially - but not uniquely- true of Chapters 3, 4, and 6, which may be regarded as advanced versions of the corresponding chapters in Mathematical Reflections. Like its predecessor, the present work consists of nine chapters, each devoted to a lively mathematical topic, and each capable, in principle, of being read independently of the other chapters.' Thus this is not a text which- as is the intention of most standard treatments of mathematical topics - builds systematically on certain common themes as one proceeds 1Mathematical Reflections - In a Room with Many Mirrors, Springer Undergraduate Texts in Math­ ematics, 1996; Second Printing 1998. We will refer to this simply as MR. 2There was an exception in MR; Chapter 9 was concerned with our thoughts on the doing and teaching of mathematics at the undergraduate level.

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.

The present volume of Research in Collegiate Mathematics Education, like previous volumes in this series, reflects the importance of research in mathematics education at the collegiate level. The editors in this series encourage communication between mathematicians and mathematics educators, and as pointed out by the International Commission of Mathematics Instruction (ICMI), much more work is needed in concert with these two groups. Indeed, editors of RCME are aware of this need and the articles published in this series are in line with that goal. Nine papers constitute this volume. The first two examine problems students experience when converting a representation from one particular system of representations to another. The next three papers investigate students learning about proofs. In the next two papers, the focus is instructor knowledge for teaching calculus. The final two papers in the volume address the nature of "conception" in mathematics. Whether they are specialists in education or mathematicians interested in finding out about the field, readers will obtain new insights about teaching and learning and will take away ideas that they can use.This series is published in cooperation with the Mathematical Association of America.

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.

Focusing YourAttention We have called this book Mathematical Vistas because we have already published a companion book MathematicalRefiections in the same series;1 indeed, the two books are dedicated to the same principal purpose - to stimulate the interest ofbrightpeople in mathematics.Itis not our intention in writing this book to make the earlier book aprerequisite, but it is, of course, natural that this book should contain several references to its predecessor. This is especially - but not uniquely- true of Chapters 3, 4, and 6, which may be regarded as advanced versions of the corresponding chapters in Mathematical Reflections. Like its predecessor, the present work consists of nine chapters, each devoted to a lively mathematical topic, and each capable, in principle, of being read independently of the other chapters.' Thus this is not a text which- as is the intention of most standard treatments of mathematical topics - builds systematically on certain common themes as one proceeds 1Mathematical Reflections - In a Room with Many Mirrors, Springer Undergraduate Texts in Math­ ematics, 1996; Second Printing 1998. We will refer to this simply as MR. 2There was an exception in MR; Chapter 9 was concerned with our thoughts on the doing and teaching of mathematics at the undergraduate level.

Focusing Your Attention The purpose of this book is Cat least) twofold. First, we want to show you what mathematics is, what it is about, and how it is done-by those who do it successfully. We are, in fact, trying to give effect to what we call, in Section 9.3, our basic principle of mathematical instruction, asserting that "mathematics must be taught so that students comprehend how and why mathematics is qone by those who do it successfully./I However, our second purpose is quite as important. We want to attract you-and, through you, future readers-to mathematics. There is general agreement in the (so-called) civilized world that mathematics is important, but only a very small minority of those who make contact with mathematics in their early education would describe it as delightful. We want to correct the false impression of mathematics as a combination of skill and drudgery, and to re­ inforce for our readers a picture of mathematics as an exciting, stimulating and engrossing activity; as a world of accessible ideas rather than a world of incomprehensible techniques; as an area of continued interest and investigation and not a set of procedures set in stone.

Focusing Your Attention The purpose of this book is Cat least) twofold. First, we want to show you what mathematics is, what it is about, and how it is done-by those who do it successfully. We are, in fact, trying to give effect to what we call, in Section 9.3, our basic principle of mathematical instruction, asserting that "mathematics must be taught so that students comprehend how and why mathematics is qone by those who do it successfully./I However, our second purpose is quite as important. We want to attract you-and, through you, future readers-to mathematics. There is general agreement in the (so-called) civilized world that mathematics is important, but only a very small minority of those who make contact with mathematics in their early education would describe it as delightful. We want to correct the false impression of mathematics as a combination of skill and drudgery, and to re­ inforce for our readers a picture of mathematics as an exciting, stimulating and engrossing activity; as a world of accessible ideas rather than a world of incomprehensible techniques; as an area of continued interest and investigation and not a set of procedures set in stone.

Focusing YourAttention We have called this book Mathematical Vistas because we have already published a companion book MathematicalRefiections in the same series;1 indeed, the two books are dedicated to the same principal purpose - to stimulate the interest ofbrightpeople in mathematics.Itis not our intention in writing this book to make the earlier book aprerequisite, but it is, of course, natural that this book should contain several references to its predecessor. This is especially - but not uniquely- true of Chapters 3, 4, and 6, which may be regarded as advanced versions of the corresponding chapters in Mathematical Reflections. Like its predecessor, the present work consists of nine chapters, each devoted to a lively mathematical topic, and each capable, in principle, of being read independently of the other chapters.'' Thus this is not a text which- as is the intention of most standard treatments of mathematical topics - builds systematically on certain common themes as one proceeds 1Mathematical Reflections - In a Room with Many Mirrors, Springer Undergraduate Texts in Math­ ematics, 1996; Second Printing 1998. We will refer to this simply as MR. 2There was an exception in MR; Chapter 9 was concerned with our thoughts on the doing and teaching of mathematics at the undergraduate level.