Journal of Computers in Mathematics and Science Teaching
2003 Volume 22, Number 3
Editors
Gary H. Marks
Table of Contents
Number of articles: 5
-
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
-
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
-
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
-
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
-
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