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Journal of Computers in Mathematics and Science Teaching

July 2015 Volume 34, Number 3


Gary H. Marks

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Table of Contents

Number of articles: 5

  1. Using a Classroom Response System for promoting interaction to teaching Mathematics to large groups of undergraduate students

    Adolfo Morais, José Ignacio Barragués & Jenaro Guisasola, University of the Basque Country, Spain

    This work describes the design and evaluation of a proposal to use Classroom Response Systems (CRS), intended to promote participative classes of Mathematics at University. The proposal is based on... More

    pp. 249-271

  2. Effective Student Learning of Fractions with an Interactive Simulation

    Karina Hensberry, University of South Florida St. Petersburg, United States; Emily Moore & Katherine Perkins, University of Colorado Boulder, United States

    Computer technology, when coupled with reform-based teaching practices, has been shown to be an effective way to support student learning of mathematics. The quality of the technology itself, as... More

    pp. 273-298

  3. Developing iPad-based Physics Simulations that Can Help People Learn Newtonian Physics Concepts

    Young-Jin Lee, University of Kansas, United States

    The aims of this study are: (1) to develop iPad-based computer simulations called iSimPhysics that can help people learn Newtonian physics concepts; and (2) to assess its educational benefits and... More

    pp. 299-325

  4. A Study of Pre-Service Teachers’ Perception of Technological Pedagogical Content Knowledge on Algebra

    Cheng-Yao Lin, Southern Illinois University Carbondale, United States; Yu-Chun Kuo, Rowan University, United States; Yi-Yin Ko, Indiana State University, United States

    The purpose of this study was to investigate elementary pre-service teachers’ content knowledge in algebra (Linear Equation, Quadratic Equation, Functions, System Equations and Polynomials) as well... More

    pp. 327-344

  5. Assessing New Zealand high school science teachers’ technological pedagogical content knowledge

    Kofi Acheaw Owusu, University of Cape Coast, New Zealand; Lindsey Conner & Chris Astall, University of Canterbury, New Zealand

    Technological pedagogical content knowledge (TPACK) is the knowledge required for effective technology integration in teaching. In this study, New Zealand high school science teachers’ TPACK was... More

    pp. 345-373