Journal of Computers in Mathematics and Science Teaching
January 2005 Volume 24, Number 1
Editors
Gary H. Marks
Table of Contents
Number of articles: 5
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Third-Graders Learn About Fractions Using Virtual Manipulatives: A Classroom Study
Kelly Reimer, Fairfax County Public Schools, United States; Patricia S. Moyer, George Mason University, United States
With recent advances in computer technology, it is no surprise that the manipulation of objects in mathematics classrooms now includes the manipulation of objects on the computer screen. These... More
pp. 5-25
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Analysis of Local and Foreign Edutainment Products – An Effort to Implement the Design Framework for an Edutainment Environment in Malaysia
Zarina Che Embi & Hanafizan Hussain, Multimedia University, Malaysia
In the world of 'edutainment' where multimedia is the ultimate content provider, educational electronic games are a new and fun way for young children to learn concepts and processes that have... More
pp. 27-42
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Carbopolis: A Java Technology-Based Free Software for Environmental Education
Marcelo Eichler, Federal University of the State of Rio Grande do Sul, Brazil; Paulo Xavier & Roberto Araújo, PROCEMPA, Brazil; Rafael Forte & José Del Pino, Federal University of the State of Rio Grande do Sul, Brazil
The goals of this paper are to describe some characteristics of the pedagogical project of the Carbopolis software and some programming solutions that were found during the computational... More
pp. 43-72
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The Suitable Way is Backwards, but They Work Forward
David Ginat, Tel-Aviv University, Israel
Sometimes, if you do not begin at the end, you end at the beginning. This problem-solving phenomenon, in the realm of computer science (CS), is the subject of this paper. Beginning at the end... More
pp. 73-88
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Characterising individual and social concept development in collaborative computer science classrooms
Christian Holmboe, University of Oslo; Phil H. Scott, CSSME, Leeds University, United Kingdom
Within-group similarities and between-group differences are used to illustrate the socio-cultural nature of the concept building process in highly collaborative computer science classrooms.... More
pp. 89-115