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Journal of Computers in Mathematics and Science Teaching

July 2016 Volume 35, Number 3

Editors

Gary H. Marks

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Table of Contents

Number of articles: 4

  1. The Effects of Self-Paced Blended Learning of Mathematics

    Phoebe Balentyne, Northern Illinois University, United States; Mary Alice Varga, University of West Georgia, United States

    As online and blended learning gain more popularity in education, it becomes more important to understand their effects on student learning. The purpose of this study was to explore the effects of... More

    pp. 201-223

  2. Effect of Inquiry-Based Computer Simulation Modeling on Pre-service Teachers’ Understanding of Homeostasis and their Perceptions of Design Features

    Vivien Chabalengula, University of Virginia, United States; Rasheta Fateen, Southern Illinois University Carbondale, United States; Frackson Mumba & Laura Kathryn Ochs, University of Virginia, United States

    This study investigated the effect of an inquiry-based computer simulation modeling (ICoSM) instructional approach on pre-service science teachers’ understanding of homeostasis and its related... More

    pp. 225-248

  3. Factors Contributing to Student Engagement in an Instructional Facebook Group for Undergraduate Mathematics

    Peter L. Gregory, Baruch College - City University of New York, United States; Karen M. Gregory, University at Albany, United States; Erik R. Eddy, Siena College, United States

    This study investigates factors contributing to student engagement in an educational Facebook group. The study is based on survey results of 138 undergraduate mathematics students at a highly... More

    pp. 249-268

  4. The Importance of Theoretical Frameworks and Mathematical Constructs in Designing Digital Tools

    Christine Trinter, Virginia Commonwealth University, United States

    The increase in availability of educational technologies over the past few decades has not only led to new practice in teaching mathematics but also to new perspectives in research, methodologies, ... More

    pp. 269-293