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International Journal of Mathematical Education in Science and Technology

2015 Volume 46, Number 6

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Table of Contents

Number of articles: 6

  1. Math Majors' Visual Proofs in a Dynamic Environment: The Case of Limit of a Function and the ?-d Approach

    Günhan Caglayan

    Despite few limitations, GeoGebra as a dynamic geometry software stood as a powerful instrument in helping university math majors understand, explore, and gain experiences in visualizing the limits... More

    pp. 797-823

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  2. Threshold Concepts in Finance: Conceptualizing the Curriculum

    Susan Hoadley, Leonie Tickle, Leigh N. Wood & Tim Kyng

    Graduates with well-developed capabilities in finance are invaluable to our society and in increasing demand. Universities face the challenge of designing finance programmes to develop these... More

    pp. 824-840

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  3. Incorporating Code-Based Software in an Introductory Statistics Course

    Kirsten Doehler & Laura Taylor

    This article is based on the experiences of two statistics professors who have taught students to write and effectively utilize code-based software in a college-level introductory statistics course... More

    pp. 841-852

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  4. A Brief History of the Most Remarkable Numbers "e," "i" and "?" in Mathematical Sciences with Applications

    Lokenath Debnath

    This paper deals with a brief history of the most remarkable Euler numbers "e,"?"i"?and?"?" in mathematical sciences. Included are many properties of the constants ... More

    pp. 853-878

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  5. Analysis of Problems Posed by Sixth-Grade Middle School Students for the Addition of Fractions in Terms of Semantic Structures

    Tugrul Kar

    This study aimed to investigate how the semantic structures of problems posed by sixth-grade middle school students for the addition of fractions affect their problem-posing performance. The... More

    pp. 879-894

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  6. A Chinese Young Adult Non-Scientist's Epistemologies and Her Understandings of the Concept of Speed

    Ying Cao & Barbara M. Brizuela

    Past research has investigated students' epistemologies while they were taking courses that required an integrated understanding of mathematical and scientific concepts. However, past studies have ... More

    pp. 895-915

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