In an online asynchronous vector calculus course, we observed exam answers solved with a formula from online homework instead of the formula from lecture. Our exploratory study investigated (1) why students learned from homework instead of lecture for this topic and (2) their epistemological frames (e-frames) for lecture and homework. Per (1),…

We report on a study investigating the influence of context, direction of translation, and function type on undergraduate students' ability to translate between graphical and symbolic representations of mathematical relations. Students from an algebra-based and a calculus-based physics course were asked to solve multiple-choice items in which they…

The purpose of this study was to determine (1) strategies students use when solving composition problems and the difficulties they encounter; (2) conceptions and/or misconceptions students have with respect to composition of functions; and (3) the effect of using dynamic visualization during instruction on students' understanding of composition of…

Steele and Aronson (1995) found that the performance of African-American subjects on test items portrayed as a problem-solving task, in a laboratory experiment, was adversely affected when they were asked about their ethnicity. This outcome was attributed to "stereotype threat". Performance was disrupted by the subjects' concerns about…

The first volume of the 29th annual conference of the International Group for the Psychology of Mathematics Education contains plenary lecture and research forum papers as listed below. Short oral communications papers, poster presentations, brief summaries of discussion groups, and working sessions are also included in the volume. The plenary…