Tertiary Mathematics Education

Tertiary Mathematics Education

Handbooks, collection of papers, etc.

  • Biza, Irene, Giraldo, Victor, Hochmuth, Reinhard, Khakbaz, Azimehsadat, Rasmussen, Chris (2016). Research on Teaching and Learning Mathematics at the Tertiary Level. Springer.
  • Carlson, M., & Rasmussen, C. (Eds.) (2008). Making the connection: Research and teaching in undergraduate mathematics education. Washington, D.C.: Mathematical Association of America.
  • Dubinsky, E., Schoenfeld, A. H., & Kaput, J. J. (Eds.) (2000). Research in collegiate mathematics education. Washington: American Mathematical Society and Mathematical Association of America.
  • Fukawa-Connelly, T., Infante, N. E., Keene, K., & Zandieh, M. (Eds.). (2015). Proceedings of the 18th Annual Conference on Research in Undergraduate Mathematics Education (RUME). Pittsburgh, PA: RUME.
  • Fukawa-Connelly, T., Infante, N. E., Wawro, M., & Brown, S. (Eds.). (2016). Proceedings of the 19th Annual Conference on Research in Undergraduate Mathematics Education (RUME). Pittsburgh, PA: RUME.
  • Holton, D. (Ed.) (2001). The teaching and learning of mathematics at university level: An ICMI study. Kluwer.
  • Larsen, S., Johnson, E., & Weber, K. (Eds.) (2013). The teaching abstract algebra for understanding project: Designing and scaling up a curricular innovation. Special Issue: Journal of Mathematical Behavior, 32(4).
  • Tall, D. (1991). Advanced mathematical thinking. The Netherlands: Springer.
  • Weinberg, A., Rasmussen, C., Rabin, J., Wawro, M., & Brown, S. (Eds.). (2017). Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education (RUME). San Diego, CA: RUME.
  • Weinberg, A., Rasmussen, C., Rabin, J., Wawro, M., & Brown, S. (Eds.). (2018). Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education (RUME). San Diego, CA: RUME.

 

Papers and chapters

  • Artigue, M., et al. (2008). Mathematics Thinking and Learning at Post-secondary Level. In F. K. Lester, Jr. (Ed.), Second handbook of research on mathematics teaching and learning (pp.1051-1098). Charlotte, NC: Information Age Publishing.
  • Breidenbach, D., Dubinsky, E., Hawks, J., & Nichols, D. (1992). Development of the process conception of function. Educational Studies in Mathematics, 23, 247–285.
  • Dubinsky, E., & Mcdonald, M. A. (2001). APOS: A constructivist theory of learning in undergraduate mathematics education research. In D. Holton (Ed.), The teaching and learning of mathematics at university level: An ICMI study. Kluwer.
  • Dubinsky, E., Dautermann, J., Leron, U., & Zazkis, R. (1994). On learning fundamental concepts of group theory. Educational Studies in Mathematics, 27(3), 67-305.
  • González-Martín, A., Bloch, I., Durand-Guerrier, V., & Maschietto, M. (2014). Didactic situations and didactical engineering in university mathematics: Cases from the study of calculus and proof. Research in Mathematics Education, 16(2), 117–134.
  • Gueudet, G. (2008). Investigating the secondary–tertiary transition. Educational Studies in Mathematics, 67(3), 237–254.
  • Jaworski, Barbara. (2002). Sensitivity and Challenge in University Mathematics Tutorial Teaching, Educational Studies in Mathematics, 51 (1-2), 71-94.
  • Larsen, S. (2009). Reinventing the concepts of group and isomorphism: The case of Jessica and Sandra. Journal of Mathematical Behavior, 28(2-3), 119-137.
  • Larsen, S., Marrongelle, K., Bressoud, D., & Graham, K. (2017). Understanding the concepts of calculus: Frameworks and roadmaps emerging from educational research. In J. Cai (Ed.), Compendium for research in mathematics education (pp. 526-550). Reston, VA: NCTM.
  • Larsen, S., & Zandieh, M. (2008). Proofs and refutations in the undergraduate mathematics classroom. Educational Studies in Mathematics, 67(3), 205-216.
  • Lithner, J. (2003). Students’ mathematical reasoning in university textbooks exercises. Educational Studies in Mathematics, 59, 29.
  • Lockwood, E. (2013). A model of students’ combinatorial thinking. Journal of Mathematical Behavior, 32(2), 251-265.
  • Mathematical Association of America (MAA). (2017). MAA Instructional practices guide. Washington, DC: Author. Available at: https://www.maa.org/sites/default/files/InstructPracGuide_web.pdf
  • Mesa, Vilma, Wladis, Claire, and Watkins, Laura. (2014). Research Problems in Community College Mathematics Education: Testing the Boundaries of K—12 Research. Journal for Research in Mathematics Education , 45(2) 173-192.
  • Mesa, V. (2017). Mathematics education at U.S. Public two-year colleges. In J. Cai (Ed.), Compendium for research in mathematics education (pp. 949-967). Reston, VA: NCTM.
  • Nardi, Elena. (2016). Where form and substance meet: using the narrative approach of re-storying to generate research findings and community rapprochement in (university) mathematics education. Educational Studies in Mathematics, 92(3), 361–377.
  • Nardi, Elena, Jaworski, Barbara, Hegedus, Stephen. (2005). A Spectrum of Pedagogical Awareness for Undergraduate Mathematics: From "Tricks" to "Techniques". Journal for Research in Mathematics Education, 36(4), 284-316.
  • Rasmussen, C., & Wawro, M. (2017). Post-calculus research in undergraduate mathematics education. In J. Cai (Ed.), Compendium for research in mathematics education (pp. 551-582). Reston, VA: NCTM.
  • Selinski, Natalie E., Rasmussen, Chris, Wawro, Megan, and Zandieh, Michelle. (2014). A Method for Using Adjacency Matrices to Analyze the Connections Students Make Within and Between Concepts: The Case of Linear Algebra. Journal for Research in Mathematics Education , 45(5), 550-583.
  • Speer, N., Smith, J., & Horvath, A. (2010). Collegiate mathematics teaching: An unexamined practice. Journal of Mathematical Behavior, 29(2), 99–114.
  • Tall, D., & Vinner, S. (1981). Concept image and concept definition in mathematics with particular reference to limits and continuity. Educational Studies in Mathematics, 12(2), 151-169.
  • Thompson, P. W. (1994a). Images of rate and operational understanding of the fundamental theorem of calculus. Educational Studies in Mathematics, 26(2-3), 229-274.
  • Thompson, P. W. (1994b). Students, functions, and the undergraduate curriculum. Research in collegiate mathematics education, 1, 21-44.
  • Wawro, M. (2014). Student reasoning about the invertible matrix theorem in linear algebra. ZDM, 46(3), 389-406.

 

Faculty publications

  • Lockwood, E., Wasserman, N., & McGuffey, W. (2018). Classifying combinations: Investigating undergraduate students’ responses to different categories of combination problems. International Journal of Research in Undergraduate Mathematics Education, 4(2), pp. 305-322.
  • Wasserman, N., & Galarza, P. (in press, online first). Conceptualizing and justifying sets of outcomes with combination problems. Investigations in Mathematics Learning, X(XX), pp. XXX. https://doi.org/10.1080/19477503.2017.1392208

 

A few TC dissertations

  • Bulone, Vincent (2017). An investigation into post-secondary students’ understanding of combinatorial questions.
  • McGuffey, William (2018). Insights from college algebra students’ reinvention of limit at infinity.
  • Milman, Yevgeniy (2016). Interaction between Instructional Practices, Faculty Beliefs and Developmental Mathematics Curriculum: A Community College Case Study.
  • Vialva, Jessica. (2016). Mathematics anxiety within developmental mathematics classrooms.

 

Members of the TSG

Philip Smith

Nicholas Wasserman

Contact Us

Program Director: Professor Alexander Karp

Box: 210-M

Teachers College, Columbia University
323 Thompson

Phone: (212) 678-3381 Fax: (212) 678-8319

Email: tcmath@tc.edu

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