This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Alves Dias, M. (1998). Les problèmes ďarticulation entre points de vue cartésien et paramètrique dans ľenseignement de ľalgèbre linéaire. Ph.D. Thesis. Université Paris 7.
Artigue, M. (1996). Learning and Teaching Elementary Analysis. In C. Alsina, J.M. Alvarez, M. Niss, Aérez, L. Rico, A.S fard (Eds.), 8th International Congress on Mathematics Education — Selected Lectures, pp. 15–30. Sevilla: S.A.E.M. Thalès.
Artigue, M. (1998). Ľévolution des problématiques en didactique de Ľanalyse. Recherches en Didactique des Mathématiques, vol. 18.2, 231–261.
Artigue, M. (1999). The teaching and learning of mathematics at the university level: Questions for contemporary research in education. Notices of the American Mathematical Society, 46(11), 1377–1385.
Asiala, M., Brown A., DeVries D., Dubinsky E., Mathews D. and Thomas K. (1996). A framework for Research and Curriculum Development in Undergraduate Mathematics Education. CBMS Issues in Mathematics Education. vol. 6. 1–32.
Bachelard, G. (1938) La formation de ľesprit scientifique. Paris: J. Vrin.
Brousseau, G. (1997). The Theory of Didactic Situations. Dordrecht: Kluwer Academic Publishers.
Carlson, D., Johnson C., Lay D. and Porter, A. (1993). The Linear Algebra Curriculum Study Group recommendations for the first course in linear algebra. College Mathematics Journal, 24.1, 41–46.
Cornu, B. (1991). Limits. In D. Tall (Ed.), Advanced Mathematical Thinking, pp. 153–166. Dordrecht: Kluwer Academic Publishers.
Dorier, J.L. (1995). Meta level in the teaching of unifying and generalizing concepts in mathematics. Educational Studies in Mathematics, no. 29.2, 175–197.
Dorier, J.L. (1998). The role of formalism in the teaching of the theory of vector spaces. Linear Algebra and its Applications, 275–276, 141–160.
Dorier, J.L. (Ed.) (2000). On the teaching of linear algebra. Dordrecht: Kluwer Academic Publishers.
Dorier, J.L., Robert, A., Robinet, J., Rogalski M. (2000). The meta lever. In J.L. Dorier (Ed), On the teaching of linear algebra, pp. 151–176. Dordrecht: Kluwer Academic Publishers.
Dorier, J.L. and Sieprinska, A. (2001), Research into the Teaching and Learning of Linear Algebra, this volume pp.255–274.
Douady, R. (1987). Dialectique outil/objet et jeux de cadres. Recherches en Didactique des Mathématiques, vol. 7.2, 5–32.
Dreyfus, T. (Ed.) (1995). Special issue on Advanced Mathematical Thinking. Educational Studies in Mathematics, vol. 29.2.
Dreyfus, T. and Eisenberg, T. (1996). On different facets of mathematical thinking. In R.J. Stemberg and T. Ben-zeev (Eds.), The Nature of Mathematical Thinking, pp. 253–284. Mahwah, NJ: Lawrence Erlbaum Associates, Inc..
Dubinsky, E. and Harel, G. (Eds.) (1992). The Concept of Function: Some Aspects of Epistemology and Pedagogy. MAA Notes no. 25. Washington D.C.: Mathematical Association of America.
Dubinsky, E. and MacDonald, M.A. (2001). APOS: A Constructivist Theory of Learningin Undergraduate Mathematics Education Research, this volume pp.275–282.
Dubinsky, E., Mathews, D. and Reynolds, B.E. (1997). Readings in Cooperative Learning for Undergraduate Mathematics. MAA Notes no. 44. Washington D.C.: Mathematical Association of America.
Hillel, J. and Sierpinska, A. (1994). On One Persistent Mistake in Linear Algebra. In J. Pedro da Ponte and J.F. Matos (Eds.), Proceedings of the 18th International Conference of the International Group for the Psychology of Mathematics Education, vol. III, pp. 65–72. Lisbon: Universidade de Lisboa.
Lebesgue, H. (1956). La mesure des grandeurs. Paris: Gauthier Villars.
Legrand, M. (1997). La problématique des situations fondamentales et Ľapproche anthropologique. Repères 1REM, no. 27, 81–125.
Orton, A. (1980). A cross-sectional study of the understanding of elementary calculus in adolescents and young adults. Ph.D. thesis. University of Leeds, England.
Poincaré, H. (1904). Les définitions en mathématiques ľEnseignement des Mathématiques, no. 6, 255–283.
Radford, L. (1997). On psychology, historical epistemology and the teaching of mathematics: towards a socio-cultural history of mathematics. For the Learning of Mathematics, vol. 17.1, 26–30.
Robert, A. (1998). Outils ďanalyse des contenus mathématiques à enseigner dans Ľenseignement supérieur. à Ľuniversité. Recherches en Didactique des Mathématiques, vol. 18.2, 139–190.
Robert, A. and Speer, N. (2001), Research on the Teaching and learning of Calculus/Elementary Analysis, this volume pp.283–300.
Rogalski, M. (Ed.) (1998). Analyse épistémologique et didactique des connaissances à enseigner au lycée et à Ľuniversité. Recherches en Didactique des Mathématiques, Special issue, vol. 18.2.
Schneider, M. (1991). Un obstacle épistémologique soulevé par des découpages infinis de surfaces et de solides. Recherches en Didactique des Mathématiques, vol. 11/2.3, 241–294.
Schoenfeld, A.H. (1985). Mathematical Problem Solving. Orlando: Academic Press.
Schoenfeld, A.H. (1994). Some Notes on the Enterprise (Research in Collegiate Mathematics Education, That Is). CBMS Issues in Mathematics Education, vol. 4, 1–19.
Sfard, A. (1991). On the dual nature of mathematical conceptions, Educational Studies in Mathematics, no. 22, 1–36.
Sierpinska, A. (1985). Obstacles épistémologiques relatifs à la notion de limite. Recherches en Didactique des Mathématiques, vol. 6.1, 5–68.
Sierpinska, A. and Kilpatrick, J. (Eds.) (1998). Mathematics education as a research domain: A search for identity. Dordrecht: Kluwer Academic Publishers.
Sierpinska, A. and Lerman, S. (19%). Epistemologies of mathematics and of mathematics education. In A J. Bishop, K. Clements, C. Keitel, J. Kilpatrick and C. Laborde (Eds.), International Handbook of Mathematics Education, pp. 827–876. Dordrecht: Kluwer Academic Publishers.
Stigler, J. and Hiebert, J. (1999). The Teaching Cap. New York: Free Press.
Tall, D. (Ed.) (1991). Advanced Mathematical Thinking. Dordrecht: Kluwer Academic Publishers.
Tall, D. (1996). Functions and Calculus. In A. J. Bishop, K. Clements, C. Keitel, J. Kilpatrick and C. Laborde (Eds.), International Handbook of Mathematics Education, pp. 289–325. Dordrecht: Kluwer Academic Publishers.
Tall, D. and 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.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2001 Kluwer Academic Publishers
About this chapter
Cite this chapter
Artigue, M. (2001). What Can We Learn from Educational Research at the University Level?. In: Holton, D., Artigue, M., Kirchgräber, U., Hillel, J., Niss, M., Schoenfeld, A. (eds) The Teaching and Learning of Mathematics at University Level. New ICMI Study Series, vol 7. Springer, Dordrecht. https://doi.org/10.1007/0-306-47231-7_21
Download citation
DOI: https://doi.org/10.1007/0-306-47231-7_21
Publisher Name: Springer, Dordrecht
Print ISBN: 978-0-7923-7191-5
Online ISBN: 978-0-306-47231-2
eBook Packages: Springer Book Archive