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- A. P. Hillman, R. M. Grassl
- J. Comb. Theory, Ser. A
- 1976

- R. M. Grassl, A. P. Hillman
- Discrete Mathematics
- 1979

- Mark Davis, Richard Grassl, Shandy Hauk
- 2009

This qualitative study of six pre-service teachers' perceptions and performance around proof by mathematical induction indicates strengths and challenges for collegiate teaching and learning. We report on constant comparative analysis of student mathematical work and on two focus group interviews of three students each.

- A. P. Hillman, R. M. Grassl
- Eur. J. Comb.
- 1982

Let S = a 19 a 29 ...» and T-b 1 , b 2 ,. .. be sequences of integers, and let g be an integer. Then gS and S + T denote the sequences ga l9 ga 29 « • • and ct\ + Z>i* CL 2 • + b 2 * .. • » respectively. Also {5} denotes the set {a l9 a 29. . * }. If the a n of S are positive and strictly increasing, the characteristic sequence \S = o l9 c<i 9 ... has c n =… (More)

- Jenq-Jong Tsay, Shandy Hauk, Mark Davis, Richard Grassl
- 2009

This qualitative exploratory study examined two mathematicians' approaches to teaching proof by mathematical induction (PMI) to undergraduate pre-service teachers. Data considered in the study included classroom video across three weeks of PMI instruction for each professor, an interview with each instructor, focus group interviews of three students from… (More)

- R. M. Grassl, Andrew P. Mullhaupt
- Discrete Mathematics
- 1990

- A. P. Hillman, R. M. Grassl
- Eur. J. Comb.
- 1981

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