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Journal of Computers in Mathematics and Science Teaching

2003 Volume 22, Number 4

Editors

Gary H. Marks

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Table of Contents

Number of articles: 6

  1. Cognitive Theory to Guide Curriculum Design for Learning from Examples and by Doing

    Xinming Zhu, Chinese Academy of Sciences; Dan Zhu (corresponding author), Iowa State University, United States; Herbert A. Simon, Carnegie Mellon University, United States; Yifei Lee, Peijing Normal University

    Our current understanding of the cognitive processes underlying human learning enables cognitive psychology to offer valuable guides to the design of curricula in school subjects. This article... More

    pp. 285-322

  2. Factors Mediating the Use of Online Applets in the Lesson Planning of Preservice Mathematics Teachers

    George Gadanidis, Janette Gadanidis & Karen Schindler, University of Western Ontario, Canada

    This article reports on a study of 18 preservice mathematics teachers' pedagogical thinking when using online applets in their lesson planning. The applets facilitate the investigation of... More

    pp. 323-344

  3. Fostering Authentic, Sustained, and Progressive Mathematical Knowledge-Building Activity in Computer Supported Collaborative Learning (CSCL) Communities

    Rod Nason, Queensland University of Technology, Australia; Earl Woodruff, OISE-University of Toronto, Canada

    Eliciting high-level mathematics symbolizing and communicating from students engaged in mathematics communities of practice has been found to be a challenging problem. In this article, we report on... More

    pp. 345-363

  4. Decomposition Diversity in Computer Science—Beyond the Top-Down Icon

    David Ginat, Tel-Aviv University, Israel

    One fundamental problem solving approach in computer science is decomposition. While decomposition encapsulates a variety of perspectives, its explicitly elaborated perspectives are top-down and... More

    pp. 365-379

  5. Technology in the Mathematics Classroom: Conceptual Orientation

    Mara Alagic, Wichita State University, United States

    Teaching mathematics through multiple representation frameworks presents an open-ended but complex learning structure. This article elaborates on teaching mathematics for conceptual understanding... More

    pp. 381-399

  6. Programming And Probability: A Practical Application of Principles and Standards for School Mathematics

    Karan B. Smith, University of North Carolina at Wilmington, United States

    The following article appeared in JCMST 22(1), 5-17. An arrow was inadvertantly left out of the appendix program and in two equations on page 8. More

    pp. 401-402