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Journal of Computers in Mathematics and Science Teaching

January 2005 Volume 24, Number 1

Editors

Gary H. Marks

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Table of Contents

Number of articles: 5

  1. Third-Graders Learn About Fractions Using Virtual Manipulatives: A Classroom Study

    Kelly Reimer, Fairfax County Public Schools, United States; Patricia S. Moyer, George Mason University, United States

    With recent advances in computer technology, it is no surprise that the manipulation of objects in mathematics classrooms now includes the manipulation of objects on the computer screen. These... More

    pp. 5-25

  2. Analysis of Local and Foreign Edutainment Products – An Effort to Implement the Design Framework for an Edutainment Environment in Malaysia

    Zarina Che Embi & Hanafizan Hussain, Multimedia University, Malaysia

    In the world of 'edutainment' where multimedia is the ultimate content provider, educational electronic games are a new and fun way for young children to learn concepts and processes that have... More

    pp. 27-42

  3. Carbopolis: A Java Technology-Based Free Software for Environmental Education

    Roberto Araújo, PROCEMPA, Brazil; Rafael Forte & Marcelo Eichler, Federal University of the State of Rio Grande do Sul, Brazil; Paulo Xavier, PROCEMPA, Brazil; José Del Pino, Federal University of the State of Rio Grande do Sul, Brazil

    The goals of this paper are to describe some characteristics of the pedagogical project of the Carbopolis software and some programming solutions that were found during the computational... More

    pp. 43-72

  4. The Suitable Way is Backwards, but They Work Forward

    David Ginat, Tel-Aviv University, Israel

    Sometimes, if you do not begin at the end, you end at the beginning. This problem-solving phenomenon, in the realm of computer science (CS), is the subject of this paper. Beginning at the end... More

    pp. 73-88

  5. Characterising individual and social concept development in collaborative computer science classrooms

    Christian Holmboe, University of Oslo; Phil H. Scott, CSSME, Leeds University, United Kingdom

    Within-group similarities and between-group differences are used to illustrate the socio-cultural nature of the concept building process in highly collaborative computer science classrooms.... More

    pp. 89-115