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Journal of Computers in Mathematics and Science Teaching

October 2018 Volume 37, Number 4

Editors

Gary H. Marks

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Table of Contents

Number of articles: 4

  1. Measuring student affect and learning outcomes in a general education biology course for non-majors: the implications of progress monitoring information, active learning using cell phones, reformed teaching, and learning outcome assessment

    Anthony Curtis, Radford University, United States

    Student affect was measured and compared with their overall learning outcome scores. There was a significant difference among the student affect scores (F = 4.52; df = 3, 444; p < 0.01). Among... More

    pp. 293-308

  2. Innovative CAS Technology Use in University Mathematics Teaching and Assessment: Findings from a Case Study in Alberta, Canada

    Daniel Jarvis, Nipissing University, Canada; Chantal Buteau, Brock University, Canada; Charles Doran & Andrey Novoseltsev, University of Alberta, Canada

    In this paper, we report on a case study that focused on innovative uses of CAS technology in university mathematics teaching and assessment. The study involved a site visit to the University of... More

    pp. 309-354

  3. A Pedagogically Effective Use of an Audience Response System, TOPHAT™, to increase outcomes in CALCULUS I at New York University

    Elizabeth McAlpin & David Shilane, NYU IT Teaching and Learning in Technology, United States; Selin Kalaycioglu, Courant Institute of Mathematical Sciences - NYU, United States

    Large foundational courses delivered in large lecture halls are disadvantaged in eliciting participation from all students and maintaining engagement throughout the class session. We introduced... More

    pp. 355-386

  4. e-Learning Algebra and the Impact on the Calculus Series: A Longitudinal Case Study

    Rebecca Shepherd, Joan Shifflett, Thomas Lusby & Helen Waitkus, United States Naval Academy, United States

    The use of web based software for learning opportunities abound, but what impact do they have on students’ mathematics learning beyond the initial experience? This 2-phase, 17-month case study of ... More

    pp. 387-400