Curriculum development in university mathematics: where mathematicians and education collide

dc.contributor.author	Sangwin, Christopher J.
dc.contributor.editor	Tokus, Sabiha
dc.contributor.editor	Cederbaum, Carla
dc.date.accessioned	2015-11-23T11:44:48Z
dc.date.available	2015-11-23T11:44:48Z
dc.date.issued	2015
dc.identifier.uri	http://publications.mfo.de/handle/mfo/438
dc.description.abstract	This snapshot looks at educational aspects of the design of curricula in mathematics. In particular, we examine choices textbook authors have made when introducing the concept of the completness of the real numbers. Can significant choices really be made? Do these choices have an effect on how people learn, and, if so, can we understand what they are?	en_US
dc.language.iso	en_US	en_US
dc.publisher	Mathematisches Forschungsinstitut Oberwolfach	en_US
dc.relation.ispartofseries	Snapshots of modern mathematics from Oberwolfach; 11/2015
dc.rights	Attribution-ShareAlike 4.0 International	*
dc.rights.uri	http://creativecommons.org/licenses/by-sa/4.0/	*
dc.title	Curriculum development in university mathematics: where mathematicians and education collide	en_US
dc.type	Article	en_US
dc.identifier.doi	10.14760/SNAP-2015-011-EN
local.series.id	SNAP-2015-011-EN
local.subject.snapshot	Analysis
dc.identifier.urn	urn:nbn:de:101:1-201512081000
dc.identifier.ppn	1658115341

Except where otherwise noted, this item's license is described as Attribution-ShareAlike 4.0 International