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Browsing by Subject: Mathematics

  1. A case study of computer gaming for math: Engaged learning from gameplay?

    Fengfeng Ke

    Computers & Education Vol. 51, No. 4 (December 2008) pp. 1609–1620

    Employing mixed-method approach, this case study examined the in situ use of educational computer games in a summer math program to facilitate 4th and 5th graders’ cognitive math achievement,... More

    pp. 1609-1620

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  2. Synchronous Online Discourse in a Technology Methods Course for Middle and Secondary Prospective Mathematics Teachers

    Tina Starling & Hollylynne Lee, NC State University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 15, No. 2 (June 2015) pp. 106–125

    The authors present examples of analysis of online discourse and interactions among prospective middle-grades and secondary mathematics teachers in a technology methods course. The online group met... More

    pp. 106-125

  3. Perceptions of Online Learning Spaces and their Incorporation in Mathematics Teacher Education

    Deborah Moore-Russo, State University of New York at Buffalo, United States; Jillian Wilsey, Niagara County Community College, United States; Jeremiah Grabowski & Tina M. Bampton, State University of New York at Buffalo, United States

    Contemporary Issues in Technology and Teacher Education Vol. 15, No. 3 (September 2015) pp. 283–317

    While digital environments can offer convenient, viable options for preservice and inservice teachers to engage in or continue their studies, little is known about teachers' experiences with and... More

    pp. 283-317

  4. Using Cognitive Tutor Software In Learning Linear Algebra Word Concept

    Kai-Ju Yang, Indiana University Bloomington, United States

    Journal of Interactive Learning Research Vol. 26, No. 4 (October 2015) pp. 431–452

    This paper reports on a study of twelve 10th grade students using Cognitive Tutor, a math software program, to learn linear algebra word concept. The study’s purpose was to examine whether students... More

    pp. 431-452

  5. The Influence of Different Virtual Manipulative Types on Student-Led Techno-Mathematical Discourse

    Katie Anderson-Pence, University of Colorado Colorado Springs, United States; Patricia Moyer-Packenham, Utah State University, United States

    Journal of Computers in Mathematics and Science Teaching Vol. 35, No. 1 (January 2016) pp. 5–31

    This exploratory study examined the influence of different virtual manipulative (VM) types on the nature of student pairs’ techno-mathematical discourse (TMD). Three fifth-grade student pairs... More

    pp. 5-31

  6. Hands-on Learning in the Virtual Classroom: A Dilemma for Mathematics Teacher Educators

    Linda Ann Arnold, Monmouth University, United States

    EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 1115–1120

    The use of concrete manipulatives to help students learn mathematics has become accepted practice. Aspiring mathematics teachers at both the elementary and secondary levels take courses in which... More

    pp. 1115-1120

  7. Making Thinking Visible in Mathematics Though Technology

    Scott Slough & Pauline Sampson, Stephen F. Austin State University, United States; Robert Capraro & Mary Margaret Capraro, Texas A&M University, United States

    EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 1109–1114

    A calculator-based program that emphasized continuous formative assessment through screen capture, display, and discussion was used in Year 1 of a multiyear project focused on student success for... More

    pp. 1109-1114

  8. An Investigation into Teacher’s Competence on Information Communication and Technologies (ICT) and Availability of E-Learning Resources in the Teaching of Mathematics in Secondary Schools

    Olusesan Adeyemi Adelabu & Emmanuel Olusola Adu, University of Fort Hare, South Africa

    EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 882–889

    Though it has been rightly said that what is wrong with education cannot be fixed with technology; there is no doubt that modern life is dominated by technology. This study therefore examines the... More

    pp. 882-889

  9. Effectiveness of the SMART Board in the Secondary Mathematics Classroom

    Adel Al-Bataineh & Heidi Digby, Illinois State University, United States

    EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 239–244

    This study investigated the uses and effectiveness of SMART boards in the secondary mathematics classroom. Twenty-four teachers were filled out a survey that aimed at examining how they use the... More

    pp. 239-244

  10. Developing 21st century skills in In-service Science Technology Engineering and Mathematics (STEM) teachers through Digital Learning Spaces (DLS)

    Sandra Figaro-Henry, University of the West Indies, St Augustine, Trinidad And Tobago; Vimala Kamalodeen, University of the West Indies, Trinidad And Tobago

    EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 182–191

    Abstract: STEM education has been placed at the forefront of educational agendas in the recent past and even developing countries like Trinidad and Tobago seek to develop, in students and teachers ... More

    pp. 182-191

  11. Appropriate Technology in STEM Education: Using a Rubric to Assess iPad Apps

    Mary Margaret Capraro, Sandra Nite, Mahati Koplara & Robert Capraro, Texas A&M University, United States; James Morgan, Sturt University, Australia; Luciana Barrosa, Texas A&M University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1719–1725

    Mathematics apps support learning by providing an adjustable learning pace, difficulty level, content-based engaging activities and at times instant feedback. This paper summarizes an attempt to... More

    pp. 1719-1725

  12. Bridging the Gap - Trade Math MOOC project

    Dalton Mervold & Dennis Johnson, Saskatchewan Polytechnic, Canada

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1533–1536

    This paper is an overview of a project that was designed to assist students preparing to enter post-secondary education. For years we have noticed that students enter our programs that have a... More

    pp. 1533-1536

  13. An application of ASSURE model to solve contextual problems in virtual classroom

    Alicia Lopez-Betancourt, Universidad Juarez del Estado de Durango, Mexico; Martha Leticia Garcia Rodriguez, Instituto Politécnico Nacional, Mexico

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1332–1336

    This paper is a report on the findings of a study conducted on a university level of Applied Mathematics. Discourse analysis focused on the steps of the ASSURE model applied for designing an... More

    pp. 1332-1336

  14. Implementation of the Inverted Classroom Model for Theoretical Computer Science

    Karsten Morisse, University of Applied Sciences Osnabrueck, Germany

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 426–435

    Theoretical Computer Science is an obligatory module in most study programs in computer science. Like mathematics it is a module with a high rate of examination failure. Especially at universities ... More

    pp. 426-435

  15. Rapid Recovery in Sub-Optimal Readers in Wales through a Self-Paced Computer-Based Reading Programme

    Phil Reed, Antony Hughes & Gordon Phillips

    British Journal of Special Education Vol. 40, No. 4 (December 2013) pp. 162–166

    Basic literacy skills underlie much future adult functioning, and are targeted in children through a variety of means. Children with identified special needs in reading were exposed to a self-paced... More

    pp. 162-166

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  16. Mathematics Achievement: Traditional Instruction and Technology-Assisted Course Delivery Methods

    Robert Vilardi & Margaret L. Rice

    Journal of Interactive Online Learning Vol. 13, No. 1 () pp. 16–28

    The purpose of this study was to analyze technology-assisted course delivery methods to determine their overall effectiveness as it pertains to mathematics courses. This study analyzed both current... More

    pp. 16-28

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  17. The Effect of Using Computer Games in Teaching Mathematics on Developing the Number Sense of Fourth Grade Students

    Khamis Mousa Nejem & Wafa Muhanna

    Educational Research and Reviews Vol. 8, No. 16 (Aug 23, 2013) pp. 1477–1482

    The purpose of this study was to investigate the effect of using computer games in teaching mathematics on developing the number sense of fourth grade students. To achieve this purpose a study... More

    pp. 1477-1482

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  18. Writing in a History of Mathematics Capstone Course

    John Carter

    PRIMUS Vol. 24, No. 6 (2014) pp. 544–556

    This article presents two approaches to using original sources in a capstone writing project for a History of Mathematics course. One approach involves searching local libraries and is best suited ... More

    pp. 544-556

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  19. A Comparison of Web-Based and Paper-and-Pencil Homework on Student Performance in College Algebra

    Shandy Hauk, Robert A. Powers & Angelo Segalla

    PRIMUS Vol. 25, No. 1 (2015) pp. 61–79

    College algebra fulfills general education requirements at many colleges in the United States. The study reported here investigated differences in mathematics achievement between undergraduates in ... More

    pp. 61-79

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  20. Tracking the Success of Pre-College Algebra Workshop Students in Subsequent College Mathematics Classes

    Edgar Fuller, Jessica M. Deshler, Betsy Kuhn & Douglas Squire

    PRIMUS Vol. 24, No. 1 (2014) pp. 46–60

    In 2007 the Department of Mathematics at our institution began developing a placement process designed to identify at-risk students entering mathematics courses at the College Algebra and Calculus ... More

    pp. 46-60

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