Journal of Computers in Mathematics and Science Teaching
2001 Volume 20, Number 2
Editors
Gary H. Marks
Table of Contents
Number of articles: 5
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Reflections on the Changing Pedagogical use of Computer Algebra Systems: Assistance for Doing or Learning Mathematics?
Robyn Pierce, University of Ballarat, Australia; Kaye Stacey, University of Melbourne, Australia
This article documents a change in the use of a Computer Al-gebra System, (CAS), with a group of first year, undergradu-ate, mathematics students. CAS was initially used as an as-sistant for doing ... More
pp. 143-161
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A Systemic Approach to Improving K-12 Astronomy Education Using NASA’s Internet Resources
TIMOTHY F. SLATER, University of Arizona, United States; BRIAN BEAUDRIE, Northern Arizona University, United States; DAVID M. CADTIZ, Montana State University, United States; DONNA GOVERNOR, Brown Barge Middle School, United States; ELIZABETH E. ROETTGER, DePaul University, United States
The Center for Educational Resources (CERES) Project, a NASA-funded outreach effort at Montana State University, has begun implementing the astronomy concepts prescribed in the NRC's National... More
pp. 163-178
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Parallels Between Constructing Dynamic Figures and Constructing Computer Programs
Richard Allen, St. Olaf College, United States; Stéphane Channac & Laurent Trilling, Université Joseph Fourier, France
Constructing dynamic figures is an activity central to dynam-ic geometry systems and requires a methodology that aug-ments the traditional approach to construction in geometry. Teachers and... More
pp. 179-197
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Distance Education: A Powerful Medium for Developing Teachers’ Geometric Thinking
Janet M. Sharp, Iowa State University, United States
The purpose of this article is to describe a mathematical pro-fessional development experience for a group (n=11) of practicing K-7 teachers. Based on research about characteris-tics for successful... More
pp. 199-219
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Science Students Surf the Web: Effects on Constructivist Classroom Environments
DARRELL FISHER & DAN CHURACH, Curtin University of Technology
A classical dilemma faces any secondary science teacher: to teach to a standardised exam at the expense of student inter-est and exploration or to allow for individual discovery and creativity... More
pp. 221-247