Phillip Kent wrote: >I have a question which maybe is obvious when you work in a US-style >curriculum (which I don't). > >The fact that this list focusses on post-calculus learning and teaching >implies that the learning and teaching that is found post-calculus is >qualitatively and importantly different from that of calculus level?? > >What are the particular aspects of post-calculus learning, teaching >and mathematical content which distinguish it from any other level >of mathematics education (K-12, calculus)?
Like Phillip, I work in the UK. I agree that there are no sharp boundaries around the subject matter of this mailing list. But some focus is necessary if one is to have a useful exchange. The boundaries I chose are those that fit in best with my own working life. There are many other lists devoted to other (more elementary) aspects of teaching and learning mathematics, and people can subscribe to them if they want to, or else they can set up their own lists with a different focus. ======================================================================= Amalgamating replies. Here is a technique used in many USENET news groups, which can usefully cut down the volume of contributions. If you have a question like "What is a good text on xxx?", you should consider whether it would be better to ask people to email their responses to you, and promise to summarize the responses later in another contribution to mathedu.
I sense that the range of different backgrounds in this mailing list is considerable. It is helpful if acronyms like ISETL are expanded the first time they appear in your contribution. (I know this goes against my previous request to be brief.)