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International Journal of Mathematical Education in Science and Technology

2010 Volume 41, Number 2

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Table of Contents

Number of articles: 10

  1. Adding Structure to the Transition Process to Advanced Mathematical Activity

    Johann Engelbrecht

    The transition process to advanced mathematical thinking is experienced as traumatic by many students. Experiences that students had of school mathematics differ greatly to what is expected from... More

    pp. 143-154

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  2. An Institutional Point of View of the Secondary-University Transition: The Case of Duality

    Martine De Vleeschouwer

    Novice students at the university encounter many difficulties, linked with the secondary-tertiary transition. But what does "transition" mean exactly? We consider it here from an institutional... More

    pp. 155-171

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  3. Student Learning of Basis, Span and Linear Independence in Linear Algebra

    Sepideh Stewart & Michael O. J. Thomas

    One of the earlier, more challenging concepts in linear algebra at university is that of basis. Students are often taught procedurally how to find a basis for a subspace using matrix manipulation, ... More

    pp. 173-188

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  4. Graduate Capabilities: Putting Mathematics into Context

    L N. Wood

    The transition from university to professional working life is important to individual students, employers, universities and more generally to national economies. A better understanding of the... More

    pp. 189-198

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  5. Affect, Behavioural Schemas and the Proving Process

    Annie Selden, Kerry McKee & John Selden

    In this largely theoretical article, we discuss the relation between a kind of affect, behavioural schemas and aspects of the proving process. We begin with affect as described in the mathematics... More

    pp. 199-215

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  6. Students' Perceptions of the Completeness Property of the Set of Real Numbers

    Analia Berge

    This article presents an exploratory study that gives account of some students' perceptions of the completeness property of the set of real numbers. Students taking three undergraduate correlative ... More

    pp. 217-227

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  7. Using Mental Imagery Processes for Teaching and Research in Mathematics and Computer Science

    Pierre Arnoux & Alain Finkel

    The role of mental representations in mathematics and computer science (for teaching or research) is often downplayed or even completely ignored. Using an ongoing work on the subject, we argue for ... More

    pp. 229-242

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  8. Teaching and Learning about Functions at Upper Secondary Level: Designing and Experimenting the Software Environment Casyopee

    Jean-Baptiste Lagrange

    Casyopee is an evolving project focusing on the development of both software and classroom situations to teach algebra and analysis at upper secondary level. In this article, we sketch the... More

    pp. 243-255

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  9. On the Relationships between (Relatively) Advanced Mathematical Knowledge and (Relatively) Advanced Problem-Solving Behaviours

    Boris Koichu

    This article discusses an issue of inserting mathematical knowledge within the problem-solving processes. Relatively advanced mathematical knowledge is defined in terms of "three mathematical... More

    pp. 257-275

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  10. On Introducing a Set Perspective in the Learning of Limits of Real Sequences

    Joanna Mamona-Downs

    An account is made of the relationship between the convergence behaviour of a sequence and the accumulation points of the underlying set of the sequence. The aim is to provide students with... More

    pp. 277-291

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