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Journal of Computers in Mathematics and Science Teaching

April 2014 Volume 33, Number 2


Gary H. Marks

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Table of Contents

Number of articles: 5

  1. Cognitive Correlates of Performance in Algorithms in a Computer Science Course for High School

    Aimee Theresa Avancena & Akinori Nishihara, Tokyo Institute of Technology, Japan

    ** Invited as a paper from SITE 2012 ** Computer science for high school faces many challenging issues. One of these is whether the students possess the appropriate cognitive ability for learning... More

    pp. 137-155

  2. Self-efficacy for Learning Mathematics Asynchronously: Instrument Refinement and the Relationship to Mathematics Achievement

    Charles Hodges, R. Caroline Jones & Alyssa Prater, Georgia Southern University, United States

    The purpose of this paper is to report the results of a two-part study. Study 1 was conducted to refine and validate a survey instrument, SELMA (Hodges, 2008), used to measure learners’ self... More

    pp. 157-179

  3. Retooling Chinese primary school teachers to use technology creatively to promote innovation and problem solving skills in science classrooms

    Kar-Tin Lee, Queensland University of Technology, Australia; Christina Chalmers, Chandra Vinesh, Andy Yeh & Rod Nason, QUT, Australia

    This paper reports on the initial phase of a Professional Learning Program (PLP) undertaken by 100 primary school teachers in China that aimed to facilitate the development of adaptive expertise in... More

    pp. 181-208

  4. Technology's Impact on Fraction Learning: An experimental comparison of virtual and physical manipulatives

    Maria Mendiburo & Ted Hasselbring, Vanderbilt University, United States

    This study examines the relative instructional efficiency of virtual and physical fraction manipulatives. More specifically, this study uses a randomized experiment to determine if differences in... More

    pp. 209-231

  5. Deepening pre-service teachers’ knowledge of technology, pedagogy, and content (TPACK) in an elementary school mathematics methods course

    Drew Polly, UNC Charlotte, United States

    This paper presents the findings of a study that examined pre-service teachers’ development of knowledge about technology, pedagogy and content (TPACK) during a mathematics pedagogy course focused ... More

    pp. 233-250