The Teaching and Learning of Definite Integrals: A Special Issue Guest Editorial

Author:

Ely Rob,Jones Steven R.

Publisher

Springer Science and Business Media LLC

Subject

Education,Mathematics (miscellaneous)

Reference49 articles.

1. Amos, N. R., & Heckler, A. F. (2015). Student understanding of differentials in introductory physics. In A. Churukian, D. Jones, & L. Ding (Eds.), Proceedings of the 2015 Physics Education Research Conference (pp. 35–38). College Park, MD: American Association of Physics Teachers. https://doi.org/0.1119/perc.2015.pr.004

2. Bajracharya, R. R., Sealey, V. L., & Thompson, J. R. (this issue). Student understanding of the sign of negative definite integrals in mathematics and physics. International Journal of Research in Undergraduate Mathematics Education, 9(1).

3. Bezuidenhout, J., & Olivier, A. (2000). Students’ conceptions of the integral. In T. Nakahara & M. Koyama (Eds.), Proceedings of the 24th conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 73–80). IGPME.

4. Bressoud, D. M. (2009). Restore the integral to the fundamental theorem of calculus. Retrieved September 10, 2014 from http://www.maa.org/external_archive/columns/launchings/launchings_05_09.html

5. Chhetri, K., & Oehrtman, M. (2015). The equation has particles! How calculus students construct definite integral models. In T. Fukawa-Connelly, N. E. Infante, K. Keene, & M. Zandieh (Eds.), Proceedings of the 18th annual Conference on Research in Undergraduate Mathematics Education (pp. 418–424). SIGMAA on RUME.

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