@article {MATHEDUC.06670835,
author = {Brandt, Jim and Lunt, Jana and Rimmasch Meilstrup, Gretchen},
title = {Mathematicians' and math educators' views on ``doing mathematics''.},
year = {2016},
journal = {PRIMUS. Problems, Resources, and Issues in Mathematics Undergraduate Studies},
volume = {26},
number = {8},
issn = {1051-1970},
pages = {753-769},
publisher = {Taylor \& Francis, Philadelphia, PA},
doi = {10.1080/10511970.2016.1166408},
abstract = {Summary: Educators often argue that mathematics should be taught so that the students in the course are actually ``doing mathematics.'' Is there a consensus among mathematicians and mathematics educators as to the meaning of ``doing mathematics?'' In an effort to answer this question, we administered a survey to hundreds of university-level mathematics and mathematics education faculty members. Participants ranked the importance of various mathematical activities and also responded to several open-ended questions. Responses to the open-ended questions were analyzed qualitatively to identify patterns. In this paper, we discuss the patterns we observed in analyzing the survey data, with a particular focus on the similarities and differences between mathematicians and mathematics educators.},
msc2010 = {C25xx (C29xx D45xx D35xx)},
identifier = {06670835},
}