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Journal of Computers in Mathematics and Science Teaching

July 2004 Volume 23, Number 3


Gary H. Marks

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Table of Contents

Number of articles: 5

  1. Combing Online and Paper Assessment in a Web-based Course In Undergraduate Mathematics

    Johann Engelbrecht & Ansie Harding, University of Pretoria, South Africa

    Online assessment in mathematics is becoming more prominent as mathematics and the internet become more compatible. This paper is based on a case study of a web-based calculus course in which a... More

    pp. 217-231

  2. Gender Differences in Attributions and Behavior in a Technology Classroom

    Martha Voyles & Alison Williams, Grinnell College, United States

    The attributions that students make to explain their successes and failures have been implicated as being important in affecting their future expectations, outcomes, and decisions and could be part... More

    pp. 233-256

  3. Developing a TI-92 Manual Generator based on Computer Algebra Systems

    Youngcook Jun, Sunchon National University, Korea (South)

    The electronic medium suitable for mathematics learning and teaching is often designed with notebook interface provided in a computer algebra system. Such a notebook facilitates a workspace for... More

    pp. 257-273

  4. Designing online mathematical investigation

    George Gadanidis, Faculty of Education, Canada; Kamran Sedig, Department of Computer Science and Faculty of Information and Media Studies, University of Western Ontario, Canada; Hai-Ning Liang, Department of Computer Science, University of Western Ontario, Canada

    In this paper we focus on applets that support mathematical investigation. In the context of analyzing and redesigning an applet from NCTM’ s Illuminations Web site, we consider two interrelated... More

    pp. 275-298

  5. Developing Technology-Mediated Entries into Hidden Mathematics Curriculum as a Vehicle for “Good Learning” by Elementary Pre-Teachers

    Sergei Abramovich & Peter Brouwer, State University of New York College at Potsdam, United States

    This paper suggests that knowledge of the school mathematics curriculum, as one of the key components of teachers' education, can be extended to include concepts and structures that generally... More

    pp. 299-322