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Journal of Computers in Mathematics and Science Teaching

April 2021 Volume 40, Number 2

Editors

Gary H. Marks

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Table of Contents

Number of articles: 5

  1. Using Technology to Support Collaborative Argumentation in Science Classrooms

    Pi-Sui Hsu, Northern Illinois University, United States

    The purpose of the qualitative study was to explore how middle school science teachers enact the practice of using technology to support collaborative argumentation in their science classroom. This... More

    pp. 103-110

  2. Engaging the 4th Industrial Revolution: Learning to use ICTs for science teaching in Southern Africa

    Thuthukile Jita, University of the Free State, South Africa

    The ability to use modern technologies, and particularly the integration of Information and Communication Technologies (ICTs) into subject teaching, has become one of the fundamental graduate... More

    pp. 111-119

  3. Does a more realistic approach to design a virtual experiment contribute to its credibility? An extensive comparison of photographic and graphic virtual experiments about electrical resistivity of a conductor

    Ertugrul Ozdemir & Ulas Ustun, Artvin Coruh University, Turkey

    Virtual experiments are beneficial and effective learning activities providing the opportunity to investigate the relationship between the experimental findings and the theories. There exist... More

    pp. 121-145

  4. The Effect of Directive and Facilitative Tutoring Styles on Collaborative STEM Learning Design

    Xiaoling Peng & Bian Wu, East China Normal University, Shanghai, China, China

    The present study aimed to explore learning performance and gains in two different tutoring styles, i.e., directive tutoring and facilitative tutoring, in STEM learning design discussion. Thirty... More

    pp. 147-162

  5. Virtual Manipulatives in Elementary Mathematics: A Critical Integrative Review of Research

    Kathryn M. Rich, Michigan State University, United States

    This paper reviews 10 years of research on virtual manipulatives (VMs) in K-5 mathematics education with a focus on moving beyond generalized conclusions that VMs can support learning to better... More

    pp. 163-177