@inbook{fe3c008268d0498ea398939bc02a007f,

title = "Research in Collegiate Mathematics Education",

abstract = "The chapter sketches some of the landscape of current research in undergraduate mathematics education and offers useful information for present and future faculty members. Six research projects related to the teaching and learning of post-secondary mathematics are summarized. Approaches in the research reported here include individual interviews, classroom observations, national survey, and in-depth study of a particular instance or case of learning. The collegiate mathematics topics at the heart of the respective studies range from calculus, combinatorics, linear algebra, and foundations of proof to the application of mathematics to teaching in the development of future teachers.",

keywords = "Calculus, Combinatorics, Linear algebra, Post-secondary mathematics education, Proofs and proving, Teacher preparation",

author = "Shandy Hauk and Chris Rasmussen and Infante, {Nicole Engelke} and Elise Lockwood and Michelle Zandieh and Stacy Brown and Yvonne Lai and Hsu, {Pao sheng}",

note = "Funding Information: Acknowledgements Support for this work was funded by the National Science Foundation under grant numbers 0910240, 1504551, and 165215. The opinions expressed do not necessarily reflect the views of the foundation. The Calculus Case Study team members for the doctoral degree granting institutions included Jessica Ellis, Chris Rasmussen, and Dov Zazkis. Funding Information: Data for this report come from a 5-year, large empirical study funded by the National Science Foundation and run under the auspices of the Mathematical Association of America [13]. The project was conducted in two phases. In Phase 1 surveys were sent to a stratified random sample of students and their instructors at the beginning and the end of Calculus I courses designed to prepare students for the study of engineering or the mathematical or physical sciences. In Phase 2, the project team conducted explanatory case studies at 18 different post-secondary institutions, where the type of institution was determined by the highest degree offered in mathematics. In this report, the focus is the five case studies at doctoral degree granting institutions.",

year = "2018",

doi = "10.1007/978-3-319-98684-5_14",

language = "English (US)",

series = "Association for Women in Mathematics Series",

publisher = "Springer",

pages = "245--268",

booktitle = "Association for Women in Mathematics Series",

}