Research on calculus: what do we know and where do we need to go?

In this introductory paper we take partial stock of the current state of field on calculus research, exemplifying both the promise of research advances as well as the limitations. We identify four trends in the calculus research literature, starting with identifying misconceptions to investigations of the processes by which students learn particular concepts, evolving into classroom studies, and, more recently research on teacher knowledge, beliefs, and practices. These trends are related to a model for the cycle of research and development aimed at improving learning and teaching. We then make use of these four trends and the model for the cycle of research and development to highlight the contributions of the papers in this issue. We conclude with some reflections on the gaps in literature and what new areas of calculus research are needed.     

Cross-national studies on the teaching and learning of mathematics: where do we go from here?

While the prevailing research interest in East–West comparative studies still seems to be on explaining the superior performance of East Asian students, the time has come for researchers from both areas to focus on what countries can learn from one another. This commentary cites some of the most significant lessons learned from the papers in this special issue and asks additional research questions that might be worth pursuing. However, learning does not end in articulating similarities and differences between cultures and adopting the best practices that these cultures offer. It is hoped that countries will continue to work for increased partnerships and collaboration, greater understanding, and deeper appreciation of individual countries’ uniqueness with the end goal of improving the quality of mathematics teaching and learning for all.     

Traveling down the road: from cognitive neuroscience to mathematics education … and back

In this commentary paper to the special issue on “Cognitive Neuroscience and Mathematics Education”, we reflect on the connection between cognitive neuroscience and mathematics education from an educational research point of view. The current issue highlights that cognitive neuroscience offers a series of tools, methodologies and theories to investigate cognitive processes that take place during mathematical thinking and learning. This might complement and extend our knowledge that has been obtained on the basis of behavioral data only, the common approach in educational research. At the same time, we note that the existing neuroscientific studies have investigated mathematical performance in relative isolation from the educational context. The characteristics of this context have, however, a large influence on mathematical performance and its correlated brain activity, an issue that should be addressed in future research. We contend that traveling back and forth from cognitive neuroscience to mathematics education might yield a better understanding of how mathematical learning takes place and how it can be influenced.     

Students’ experiences with mathematics teaching and learning: listening to unheard voices

This study documents students’ views about the nature of mathematics, the mathematics learning process and factors within the classroom that are perceived to impact upon the learning of mathematics. The participants were senior secondary school students. Qualitative and quantitative methods were used to understand the students’ views about their experiences with mathematics learning and mathematics classroom environment. Interviews of students and mathematics lesson observations were analysed to understand how students view their mathematics classes. A questionnaire was used to solicit students’ views with regards to teaching approaches in mathematics classes. The results suggest that students consider learning and understanding mathematics to mean being successful in getting the correct answers. Students reported that in the majority of cases, the teaching of mathematics was lecture-oriented. Mathematics language was considered a barrier in learning some topics in mathematics. The use of informal language was also evident during mathematics class lessons.     

Assessing ‘functionality’ in school mathematics examinations: what does being human have to do with it?

This article analyses aspects of the process of developing ‘functional’ assessments of mathematics at the end of compulsory schooling in England. A protocol that was developed for scrutinising assessment items is presented. This protocol includes an indicator of the ‘authenticity’ of each assessment item. The data are drawn from scrutiny of 589 assessment items from thirty-nine formal unseen examinations taken by students aged sixteen, and the article illustrates ways that mathematics is presented in different contexts in examinations. We suggest that currently the ‘human face’ of the questions may serve to disguise routine calculations, and we argue that, in formal examinations, connections between mathematics assessments situated in context and functional mathematics have yet to be established.     

Financial modelling: Where to go? With an illustration for portfolio management

The definition of Financial Modelling chosen by the EURO working group on financial modelling is ‘the development and implementation of tools supporting firms, investors, intermediaries, governments and others in their financial-economic decision making, including the validation of the premises behind these tools and the measurement of the effectivity of the use of these tools’. Clearly, in this definition, the decision and its solution is central. Unlike financial modelling in our definition, the theory of finance is not so much concerned with individual decisions, but rather with the effects of the decisions and actions of many individuals on the formation of prices in financial markets. It is therefore no wonder that the assumptions underlying financial theory, which at best describe ‘average individuals’ and ‘average decision situations’, are not suited to describe specific individual decision problems. In our view it is the role of financial modelling to support individual decision making, taking account of the peculiarities of the actual case, where possible taking benefit from the results of the financial theory. This philosophy towards financial modelling is illustrated by a framework for portfolio management.     

School mathematics and creativity at the elementary and middle-grade levels: how are they related?

In this study, we evaluated students’ creativity, as expressed in the solution methods of three problems for groups of students in different grades. Posing the same problems to students of similar (advanced) mathematical abilities in different grades allowed us to look for possible connections between creativity and mathematical knowledge. The findings indicate that at the elementary school level, the number of solution methods and creativity scores increased with age. The collective methods space of the eighth graders seemed to narrow almost exclusively to algebraic methods, but the increase in the number of solutions was renewed in the ninth grade.     

Why and how do we deal with The L’hospital’s Rule?

We have previously met the limits with the indeterminate form 0 0 .For example,in the rational functions,we can cancel common factors as the one shown below.     

Where do we stand on measures of uncertainty,ambiguity, fuzziness,and the like?

It is argued in this paper that the theory of fuzzy sets involves at least four fundamentally different types of uncertainty. Each of these types requires a measure by which the degree of uncertainty of that type can be determined.Two main categories of uncertainty are connected with the terms ‘vagueness’ (or ‘fuzziness’) and ‘ambiguity’. In general, vagueness is associated with the difficulty of making sharp or precise distinctions in the world. Ambiguity, on the other hand, is associated with one-to-many relations, i.e., situations with two or more alternatives that are left unspecified. While the concept of a fuzzy set represents a basic mathematical framework for dealing with vagueness, the concept of a fuzzy measure is a general framework for dealing with ambiguity.Several classes of measures of vagueness, usually referred to as measures of fuzziness, have been proposed in the literature. Each class is based on some underlying conception of the degree of fuzziness. A general set of requirements for measures of fuzziness is formulated, followed by an overview of the measures proposed in the literature.Measures of ambiguity are discussed within the framework of plausibility and belief measures. Although it does not cover all fuzzy measures, this framework is sufficiently broad for most practical purposes, and represents a generalization of both probability theory and possibility theory.It is argued that three complementary measures of ambiguity should be employed. One of them is obtained by generalizing the Hartley measure of uncertainty; it measures the degree of nonspecificity in individual situations described by the various belief and plausibility measures. The other two are obtained by generalizing the well known Shannon measure of uncertainty; they measure the degree of dissonance and the degree of confusion in evidence, respectively. Basic mathematical properties of these measures are overviewed.It is also argued that each of the four types of uncertainty measures, which are fundamentally different from each other, can be used for measuring structural (syntactic) information in the same sense as the Hartley and Shannon measures have been used in this respect. As such, these measures are potentially powerful tools for dealing with systems problems such as systems modelling, analysis, simplification, or design.     

Time allocated to mathematics in post-primary schools in Ireland: are we in double trouble?

Mathematics educators and legislators worldwide have begun placing a greater emphasis on teaching mathematics for understanding and through the use of real-life applications. Revised curricula have led to the time allocated to mathematics in effected countries being scrutinised. This has resulted in policy-makers and educationalists worldwide calling for the inclusion of double class periods on the mathematics timetable. Research from the United States suggests that the introduction of double or block periods allow for the objectives of revised curricula to be realized. The aim of this study, which is set in the school context, is first to ascertain if schools in Ireland are scheduling double periods for mathematics at both lower post-primary level (Junior Cycle) and upper post-primary level (Senior Cycle). It also seeks to determine if there is a link between teachers’ levels of satisfaction with the time allocated to mathematics and the provision of double periods and to get insights from teachers in relation to their opinions on what can be achieved through the introduction of such classes. Questionnaires were sent to 400 post-primary schools (approximately 1600 teachers) which were selected using stratified sampling techniques. It was found that 8.7% of mathematics teachers reported the provision of double periods at Junior Cycle while 55% reported that double periods were included on their timetable at Senior Cycle. The study also identified a link between teachers’ levels of satisfaction with the time allocated to mathematics and the provision of double periods. Finally, teachers felt that double periods allowed for new teaching methodologies, which were promoted by the revised curricula, to be implemented and teaching for understanding was also more feasible. In essence, it was found that double periods have an influence on the mathematical experience of post-primary students as well as the teaching approaches employed.     

Elementary teachers’ mathematical beliefs and mathematics anxiety: How do they shape instructional practices?

This quantitative study investigated the relationships among practicing elementary teachers’ (N = 153) beliefs about mathematics and its teaching and learning, mathematics anxiety, and instructional practices in mathematics. When viewed singly, the findings reveal the teachers with higher levels of mathematics anxiety tend to use less standards‐based instruction and those with beliefs oriented toward a problem‐solving view of mathematics reported more standards‐based teaching. A combined analysis shows that after controlling for mathematical beliefs, teaching longevity, and educational degree attainment, there is no relationship between teachers’ mathematics anxiety and instructional practices. These findings suggest a spurious relationship between anxiety and practices, with beliefs having the strongest relationship with practices. Several suggestions for positively influencing the mathematical beliefs and affect in general of elementary teachers while learning mathematics are offered.     

Chance and probability: What do they mean to university engineering students?

The great interest aroused by the incorporation of Statistics and Probability into curricular projects has been accompanied by considerable evidence of significant difficulties in the meaningful learning and application of the concepts. These difficulties have been the subject of many studies, mostly concerning secondary school students. This study seeks to investigate the level of understanding of random phenomena, in a group of university students, on the second year of a Technical and Industrial Engineering Degree at the University of the Basque Country, in Spain. The students, who had all undertaken an introductory course in Probability Theory, were tested through both written questionnaires and one-to-one interviews, where they were presented with situations that demanded the ability to apply the knowledge they had learnt, at a high level, to a range of situations and to justify their reasoning. The results show that the vast majority of students had a poor understanding of random phenomena, applying alternative ideas to the ones taught on their course in Probability. The need to improve teaching strategies in Probability and Statistics, so that students can develop skills in constructing probabilistic models, is highlighted.     

‘Post‐financial meltdown: What do the services industries need from us now?’ by Roger W. Hoerl and Ronald D. Snee: Discussion 1

Roger Hoerl and Ron Snee have done the statistical profession a major favor in providing their vision of what statisticians need to do to help service industries in the post‐meltdown environment. In this discussion, I briefly flesh out my understanding of the actions that statisticians must take to help service industries in the current and future environment. I then turn to a consideration of what I see as some of the significant weaknesses in current statistical curricula in preparing graduates to fulfill these new emerging needs. I conclude by making concrete proposals for some elements of a process for curricular reform. Copyright © 2009 John Wiley & Sons, Ltd.