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Journal of Computers in Mathematics and Science Teaching

2003 Volume 22, Number 3

Editors

Gary H. Marks

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Table of Contents

Number of articles: 5

  1. Effects of Computer-based Laboratory Instruction on Future Teachers’ Understanding of the Nature of Science

    Richard Steinberg, City College of New York, United States

    With computer-based instruction, numerical data collection and analysis are performed effortlessly in the laboratory, simulations with idealized conditions are a click away, and abstract concepts ... More

    pp. 185-205

  2. The Effectiveness of Long Term vs. Short Term Training in Selected Computing Technologies on Middle and High School Mathematics Teachers’ Attitudes and Beliefs image/x-xbitm

    Serigne Mbay Gningue, Lehman College, City University of New York, United States

    This article describes two professional development experiences for middle and high school mathematics teachers: one long-term, the other short-term. The training of the long-term group (n=12) took... More

    pp. 207-224

  3. A Study of Web-Based Learning Environments focusing on Atomic Structure

    Inbal Tuvi-Arad, The Open University, Tel-Aviv, Israel; Rafi Nachmias, Tel-Aviv University, Israel

    The World Wide Web is a promising medium for chemical education. The availability of huge chemical databases, of three-dimensional and dynamic graphics together with the computational power and ... More

    pp. 225-240

  4. Multiple Linked Representations and Calculator Behaviour: The Design of a Computer-based Pedagogy

    Andrew G. Harrop, University of Leeds, United Kingdom

    The mathematical problem solving ability of school children aged 12-13 years was assessed using the computer-based learning program ENCAL (Harrop, 2001, p. 97). The system helps children develop... More

    pp. 241-260

  5. Understanding Statistics Using Computer Demonstrations

    Peter K. Dunn, University of Southern Queensland, Australia

    This paper discusses programs that clarify some statistical ideas often discussed yet poorly understood by students. The programs adopt the approach of demonstrating what is happening, rather... More

    pp. 261-281