Journal of Computers in Mathematics and Science Teaching
January 2014 Volume 33, Number 1
Editors
Gary H. Marks
Table of Contents
Number of articles: 5
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The Instructional Network: Using Facebook to Enhance Undergraduate Mathematics Instruction
Peter Gregory, Baruch College -- CUNY, United States; Karen Gregory, University at Albany -- SUNY, United States; Erik Eddy, Siena College, United States
Facebook is a website with over one billion users worldwide that is synonymous with social-networking. However, in this study, Facebook is used as an “instructional network”. Two sections of an... More
pp. 5-26
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Tech-savvy science education? Understanding teacher pedagogical practices for integrating technology in K-12 classrooms.
Richard Hechter & Laurie Anne Vermette, University of Manitoba, Canada
This paper examines the technology integration practices of Manitoban K-12 inservice science educators based on the Technological, Pedagogical, and Content knowledge (TPACK) framework. Science... More
pp. 27-47
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The Fidelity and Usability of 5-DIE: A Design Study of Enacted Cyberlearning
Cindy L. Kern, University of Nevada, Las Vegas, United States; Kent J. Crippen, University of Florida, United States; Heather Skaza, University of Nevada, Las Vegas, United States
This paper describes a design study of a cyberlearning instructional unit about climate change created with a new inquiry-based design framework, the 5-featured Dynamic Inquiry Enterprise (5-DIE). ... More
pp. 49-72
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Technology to Enhance Mathematics and Science Instruction: Changes in Teacher Perceptions after Participating in a Yearlong Professional Development Program
Gladis Kersaint, University of South Florida, United States; Albert D. Ritzhaupt & Feng Liu, University of Florida, United States
The purpose of this study is to examine the extent to which teachers of mathematics or science who were engaged in a year-long initiative to help them integrate technological tools were (a)... More
pp. 73-101
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Beyond Cognitive Increase: Investigating the Influence of Computer Programming on Perception and Application of Mathematical skills
Peter J. Rich, Brigham Young University, United States; Neil Bly, Agilix Labs, Inc., United States; Keith R. Leatham, Brigham Young University, United States
This study aimed to provide first-hand accounts of the perceived long-term effects of learning computer programming on a learner’s approach to mathematics. These phenomenological accounts,... More
pp. 103-128