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Journal of Computers in Mathematics and Science Teaching

January 2014 Volume 33, Number 1

Editors

Gary H. Marks

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Table of Contents

Number of articles: 5

  1. 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

  2. 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

  3. 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

  4. 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

  5. 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