Conclusion
As noted in the introduction, there have been two very different traditions of research on calculus/introductory analysis. These traditions might almost be called ‘theory-driven,’ as reflected in section 2; and ‘practice-driven’ as described in section 3. Interestingly, there appears to be a move toward convergence of the two types. On the one hand, the theoretical work described in section 2 has given rise to some studies of ‘didactic engineering.’ On the other hand, now that various efforts at reform have been developed and stabilized, as described in section 3, such courses provide excellent sites for basic research. Ultimately, the field will make progress on effective teaching and learning only if it deals meaningfully with theoretical and pragmatic issues simultaneously. This paper reflects movement in that direction. All the articles cited — some of which focus on theoretical considerations, some on reform, and some on both theory and reform — are part of the foundations on which we build.
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Robert, A., Speer, N. (2001). Research on the Teaching and Learning of Calculus/Elementary Analysis. 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_26
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