Journal of Computers in Mathematics and Science Teaching
July 2009 Volume 28, Number 3
Editors
Gary H. Marks
Table of Contents
Number of articles: 5
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Evolving polygons and spreadsheets: Connecting mathematics across grade levels in teacher education
Sergei Abramovich & Peter Brouwer, State University of New York at Potsdam, United States
This paper was prepared in response to the Conference Board of Mathematical Sciences recommendations for the preparation of secondary teachers. It shows how using trigonometry as a conceptual tool ... More
pp. 209-220
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An Exploration of Two Online Approaches to Mathematics Teacher Education
Randall Groth & Claudia Burgess, Salisbury University, United States
The purpose of the present study was to examine the nature of the discourse generated by two different online approaches to mathematics teacher professional development. Thirty mathematics teachers... More
pp. 221-246
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Physical Science Connected Classrooms: Case Studies
Karen Irving, Vehbi Sanalan & Melissa Shirley, The Ohio State University, United States
Case-study descriptions of secondary and middle school classrooms in diverse contexts provide examples of how teachers implement connected classroom technology to facilitate formative assessment in... More
pp. 247-275
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Virtual Manipulative Materials in Secondary Mathematics: A Theoretical Discussion.
Immacukate K. Namukasa, The University of Western Ontario, Canada; Darren Stanley, University of Windsor, Canada; Martin Tuchtie, The University of Western Ontario, Canada
With the increased use of computer manipulatives in teaching there is need for theoretical discussions on the role of manipulatives. This paper reviews theoretical rationales for using... More
pp. 277-307
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Integrating a Tutoring Model into the Training of Prospective Computer Science Teachers
Noa Ragonis & Orit Hazzan, Technion – Israel Institute of Technology, Israel
This paper offers a tutoring model its objective is to develop and establish the pedagogical-disciplinary knowledge of prospective computer science teachers with respect to guiding learners in... More
pp. 309-339