Conceptual Precalculus: Strengthening Students' Quantitative and Covariational Reasoning

Sample tasks from two instruments developed by the Mathematical Association of America illustrate specific reasoning abilities that students need to step up to ideas in introductory calculus.

Contributor Notes

BERNARD L. MADISON, bmadison@uark.edu, is professor of mathematics at the University of Arkansas in Fayetteville. He directs the placement testing program of the Mathematical Association of America.

MARILYN CARLSON, marilyn.carlson@asu.edu, is a professor of mathematics education in the School of Mathematical and Statistical Sciences at Arizona State University in Tempe. Her current research is focused on learning and teaching precalculus-level mathematics.

MICHAEL OEHRTMAN, michael.oehrtman@okstate.edu, is an associate professor in the Department of Mathematics at Oklahoma State University in Stillwater. His research focuses on secondary school teacher development and inquiryoriented undergraduate instruction.

MICHAEL TALLMAN, michael.tallman@asu.edu, is visiting assistant professor at Oklahoma State University. He is interested in understanding the factors that affect how teachers use their knowledge in the context of teaching.

(Corresponding author is Madison bmadison@uark.edu)
(Corresponding author is Carlson marilyn.carlson@asu.edu)
(Corresponding author is Oehrtman michael.oehrtman@okstate.edu)
(Corresponding author is Tallman michael.tallman@asu.edu)
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