Volume 7 2002

The Teaching and Learning of Mathematics at University Level

An ICMI Study

ISBN: 978-0-7923-7191-5 (Print) 978-0-306-47231-2 (Online)

Table of contents (46 chapters)

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  1. Introduction

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      Pages 3-12

      Why the Professor Must be a Stimulating Teacher

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      Pages 13-26

      Changing Contexts in Tertiary Mathematics: Implications for Diversity and Equity

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      Pages 27-36

      Policy Issues

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      Pages 37-44

      Policy Issues Concerning Teaching at University Level in France

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      Pages 45-48

      Mathematics Education in Chinese Universities

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      Pages 49-56

      Policy in Sweden

  2. Practice

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      Pages 59-69

      Trends in Curriculum

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      Pages 71-86

      Mathematical Teaching Practices at Tertiary Level: Working Group Report

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      Pages 87-98

      The Secondary-tertiary Interface

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      Pages 99-111

      The Warwick Analysis Project: Practice and Theory

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      Pages 113-126

      Professional Development for Changing Undergraduate Mathematics Instruction

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      Pages 127-135

      Scientific Debate in Mathematics Courses

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      Pages 137-152

      Making Large Lectures Effective: An Effort to Increase Student Success

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      Pages 153-165

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

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      Pages 167-178

      The Active/Interactive Classroom

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      Pages 179-183

      Concordia University, Montreal, Canada

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      Pages 185-190

      Eidgenössische Technische Hochschule Zurich, Switzerland

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      Pages 191-194

      Universidad Nacional Del Litoral, Santa FE, Argentina

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      Pages 195-198

      Universiti Teknologi Malaysia, Malaysia

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      Pages 199-204

      University of Joensuu, Finland

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