Journal of Computers in Mathematics and Science Teaching
January 2008 Volume 27, Number 1
Editors
Gary H. Marks
Table of Contents
Number of articles: 5
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The Impact of a State-Funded Online Remediation Site on Performance Related to High School Mathematics Proficiency
Kevin Biesinger & Kent Crippen, University of Nevada Las Vegas, United States
The No Child Left Behind Act of 2001 (NCLB) effectively shifted the K-12 educational paradigm to a system that places a high premium on performance and accountability. The impact of the NCLB... More
pp. 5-17
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Critical Components for Technology Integration: How Do Instructors Make Decisions?
Semiral Oncu, Indiana University, United States; Omer Delialioglu, Middle East Technical University, Turkey; Catherine A. Brown, Indiana University, United States
This article examines how teachers decide what technologies to use in their classrooms and what they expect to gain from adopting technology. Observation, interviews, and document collection were... More
pp. 19-46
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Building-In Quality Rather Than Assessing Quality Afterwards: A Technological Solution to Ensuring Computational Accuracy in Learning Materials
Peter Dunn, University of Southern Queensland, Australia
Quality encompasses a very broad range of ideas in learning materials, yet the accuracy of the content is often overlooked as a measure of quality. Various aspects of accuracy are briefly... More
pp. 47-63
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From Play to Thoughtful Learning: A Design Strategy to Engage Children With Mathematical Representations
Kamran Sedig, The University of Western Ontario, Canada
Many children do not like learning mathematics. They do not find mathematics fun, motivating, and engaging, and they think it is difficult to learn. Computer-based games have the potential and... More
pp. 65-101
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Using a Simulation-Based Learning Environment to Enhance Learning and Instruction in a Middle School Science Classroom
Sebastian Foti, University of North Florida, United States; Gail Ring, Ball State University, United States
The goal of this project was to help science teachers shift to a more inquiry-based teaching style by supplying learning tools that support a more student-centered approach. The project employed... More
pp. 103-120