We investigate aspects of reform enacted in 66 class observations from 18 institutions collected as part of the National Study of University Calculus in the US. We examined four aspects related to how problems were solved in class: the extent of student involvement, the representations and technology used, and specific features of the problems…

To address the upcoming reform curriculum initiative following competency-based learning in Vietnam, this study examines how variations of a contextualized task allow students to experience the mathematical modelling process. We explore how Grade 10 students respond to tasks with different levels of authenticity when they first attempt such tasks.…

This study investigates interactions between calculus learning and problem-solving in the context of two first-semester undergraduate calculus courses in the USA. We assessed students' problem-solving abilities in a common US calculus course design that included traditional lecture and assessment with problem-solving-oriented labs. We investigate…

Reasons for changing the mode of teaching undergraduate mathematics are discussed. A description is given of the mathematics program as it has evolved at Victoria University of Wellington, New Zealand. (MK)

In this paper, prepared for a European conference on mathematics education in the 1980's, the author discusses the relationships among the mathematician, the teacher, and society. He also addresses the problems of language in mathematics teaching and the appropriate use of physical models in the classroom. (SD)