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Journal of Computers in Mathematics and Science Teaching

July 2009 Volume 28, Number 3


Gary H. Marks

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Table of Contents

Number of articles: 5

  1. Evolving polygons and spreadsheets: Connecting mathematics across grade levels in teacher education

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

    This paper was prepared in response to the Conference Board of Mathematical Sciences recommendations for the preparation of secondary teachers. It shows how using trigonometry as a conceptual tool ... More

    pp. 209-220

  2. An Exploration of Two Online Approaches to Mathematics Teacher Education

    Randall Groth & Claudia Burgess, Salisbury University, United States

    The purpose of the present study was to examine the nature of the discourse generated by two different online approaches to mathematics teacher professional development. Thirty mathematics teachers... More

    pp. 221-246

  3. Physical Science Connected Classrooms: Case Studies

    Karen Irving, Vehbi Sanalan & Melissa Shirley, The Ohio State University, United States

    Case-study descriptions of secondary and middle school classrooms in diverse contexts provide examples of how teachers implement connected classroom technology to facilitate formative assessment in... More

    pp. 247-275

  4. Virtual Manipulative Materials in Secondary Mathematics: A Theoretical Discussion.

    Immacukate K. Namukasa, The University of Western Ontario, Canada; Darren Stanley, University of Windsor, Canada; Martin Tuchtie, The University of Western Ontario, Canada

    With the increased use of computer manipulatives in teaching there is need for theoretical discussions on the role of manipulatives. This paper reviews theoretical rationales for using... More

    pp. 277-307

  5. Integrating a Tutoring Model into the Training of Prospective Computer Science Teachers

    Noa Ragonis & Orit Hazzan, Technion – Israel Institute of Technology, Israel

    This paper offers a tutoring model its objective is to develop and establish the pedagogical-disciplinary knowledge of prospective computer science teachers with respect to guiding learners in... More

    pp. 309-339