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International Journal of Mathematical Education in Science and Technology

2013 Volume 44, Number 7

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Table of Contents

Number of articles: 11

  1. Efficacy and Efficiency in Formative Assessment: An Informed Reflection on the Value of Partial Marking

    Katherine A. Seaton

    This article presents an informed reflection on the evolution of teacher-to-learner feedback provided on written assignments in first-year university mathematics subjects. The feedback provided... More

    pp. 963-971

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  2. Knowledge for Teaching Secondary School Mathematics: What Counts?

    Merrilyn Goos

    This article discusses key issues surrounding the nature and development of professional knowledge for effective teaching of mathematics, especially at the secondary school level. In the education ... More

    pp. 972-983

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  3. Students' Ratings of Teacher Practices

    T Stevens, G Harris, X Liu & Z Aguirre-Munoz

    In this paper, we explore a novel approach for assessing the impact of a professional development programme on classroom practice of in-service middle school mathematics teachers. The particular... More

    pp. 984-995

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  4. Developing Prospective Mathematics Teachers in Mexico: A Lesson on the Relationship between Integration and Differentiation

    Juan Carlos Ponce-Campuzano

    Mexican authorities and universities are actively working to improve mathematics teaching and learning across the education system. Thus, efforts are underway to raise the historically low... More

    pp. 996-1006

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  5. Identification and Definition of Lexically Ambiguous Words in Statistics by Tutors and Students

    Alice M. Richardson, Peter K. Dunn & Rene Hutchins

    Lexical ambiguity arises when a word from everyday English is used differently in a particular discipline, such as statistics. This paper reports on a project that begins by identifying tutors&apos... More

    pp. 1007-1019

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  6. Conceptions of Mathematics and Student Identity: Implications for Engineering Education

    Tracy S. Craig

    Lecturers of first-year mathematics often have reason to believe that students enter university studies with naïve conceptions of mathematics and that more mature conceptions need to be developed... More

    pp. 1020-1029

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  7. A Mathematics Support Programme for First-Year Engineering Students

    Poh Wah Hillock, Michael Jennings, Anthony Roberts & Victor Scharaschkin

    This article describes a mathematics support programme at the University of Queensland, targeted at first-year engineering students identified as having a high risk of failing a first-year... More

    pp. 1030-1044

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  8. "I'm Worried about the Correctness:" Undergraduate Students as Producers of Screencasts of Mathematical Explanations for their Peers-- Lecturer and Student Perceptions

    Tony Croft, Francis Duah & Birgit Loch

    Undergraduate mathematics is traditionally designed and taught by content experts with little contribution from students. Indeed, there are signs that there is resistance from mathematics lecturers... More

    pp. 1045-1055

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  9. Inverse Modelling Problems in Linear Algebra Undergraduate Courses

    Victor E. Martinez-Luaces

    This paper will offer an analysis from a theoretical point of view of mathematical modelling, applications and inverse problems of both causation and specification types. Inverse modelling problems... More

    pp. 1056-1064

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  10. Learning Difficulties with Solids of Revolution: Classroom Observations

    Batseba Mofolo-Mbokane, Johann Engelbrecht & Ansie Harding

    The study aims to identify areas of difficulty in learning about volumes of solids of revolution (VSOR) at a Further Education and Training college in South Africa. Students' competency is... More

    pp. 1065-1080

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  11. Prior Decisions and Experiences about Mathematics of Students in Bridging Courses

    Sue Gordon & Jackie Nicholas

    We report on the survey responses of 51 students attending mathematics bridging courses at a major Australian university, investigating what mathematics, if any, these students had studied in the... More

    pp. 1081-1091

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