RUME II – Spring 2004

Reconciling Theory, Research, and Practice:  A Models and Modeling Perspective.  Lyn English.

Developing Students’ Understanding of Exponents and Logarithms.  Keith Weber.

A Scientific Perspective on Structured, Task-Based Interviews in Mathematics Education Research.  
 Gerald Goldin

Analysis of Clinical Interviews:  Foundations and Model Viability.  John Clement.

Connecting Research, Theory, and Practice in the Development and Study of Mathematics Education.  Ruhama Even and Deborah Loewenberg Ball

Developing Complex Understandings:  On The Relation of Mathematics Education Research to Mathematics.  Gerald Goldin.

Research Practice Into/Influencing Mathematics Teaching and Learning Development:  Towards a Theoretical Framework Based on Co-Learning Partnershups.  Barbara Jaworski.

Learning Discourse:  Sociocultural Approaches to Research in Mathematics Education.  Carolyn Kieran, Ellice Forman, and Anna Sfard.

There is More to Discourse Than Meets the Ears:  Looking at Thinking  as Communicating to Learn More About Mathematics Learning.  Anna Sfard.

Concept Image and Concept Definition in Mathematics with Particular Reference to Limits and Continuity.  David Tall and Shlomo Vinner.

Understanding the Limit Concept:  Beginning with a Coordinated Process Scheme.  Jim Cotrill, Ed Dubinsky, Devilyna Nichols, Keith Schwingendorf, Karen Thomas, and Draga Vidakovic.

Predications of the Limit Concept:  An Application of Repertory Grids.  Steven Williams.

Why is the Limit Concept So Difficult For Students.  Sally Jacobs.

A Theoretical Framework For Analyzing Student Understanding of the Concept of Derivative.  
Michelle Zandieh