Result **1** to **18** of **18** total

Uses of technology in lower secondary mathematics education. A concise topical survey. (English)

ICME-13 Topical Surveys. Cham: Springer (ISBN 978-3-319-33665-7/pbk; 978-3-319-33666-4/ebook). vii, 34~p. (2016).

1

Attitude and CAS use in senior secondary mathematics: a case study of seven year 11 students. (English)

Int. J. Technol. Math. Educ. 21, No. 4, 143-155 (2014).

2

The design of lessons using mathematics analysis software to support multiple representations in secondary school mathematics. (English)

Technol. Pedagog. Educ. 20, No. 1, 95-112 (2011).

3

Is it worth using cas for symbolic algebra manipulation in the middle secondary years? some teachers’ views. (English)

Int. J. Sci. Math. Educ. 7, No. 6, 1149-1172 (2009).

4

Perceptions that may affect teachers’ intention to use technology in secondary mathematics classes. (English)

Educ. Stud. Math. 71, No. 3, 299-317 (2009).

5

Developing speaking and listening within the mathematics. (English)

Equals 12, No. 2, 21-22 (2006).

6

Teaching strategies for developing judicious technology use. (English)

Masalski, William J. et al., Technology-supported mathematics learning environments. Sixty-seventh yearbook. Reston, VA: National Council of Teachers of Mathematics (NCTM), (ISBN 0-87353-569-3). 3-15 (2005).

7

Good CAS written records: Insight from teachers. (English)

Chick, H. L. (ed.) et al., Proceedings of the 29th annual conference of the International Group for the Psychology of Mathematics Education, PME 29, Melbourne, Australia, July 10‒15, 2005. Vol 1-4. Melbourne: University of Melbourne, Dep. of Science and Mathematics Education. Part II, 113-120 (2005).

8

Mathematics from still and moving images. (English)

Aust. Math. Teach. 61, No. 3, 26-31 (2005).

9

Students’ views on using CAS in senior mathematics. (English)

Clarkson, Philip et al., MERGA 28 - 2005. Building connections: Theory, research and practice. Vol. 1 and 2. ,. 121-128 (2005).

10

A new practice evolving in learning mathematics: Differences in students’ written records with CAS. (English)

Johnsen Høines, Marit (ed.) et al., Proceedings of the 28th international conference of the International Group for the Psychology of Mathematics Education, PME 28, Bergen, Norway, July 14‒18, 2004. Bergen: Bergen University College. Part II, 87-94 (2004).

11

Researchers and teachers working together to deal with the issues, opportunities and challenges of implementing CAS into the senior secondary mathematics classroom. (English)

ZDM, Zentralbl. Didakt. Math. 36, No. 1, 27-31 (2004).

12

What should students record when solving problems with CAS? Reasons, information, the plan, and some answers. (English)

Fey, James T. et al., Computer algebra systems in secondary school mathematics education. National Council of Teachers of Mathematics, Reston, VA (ISBN 0-87353-531-6). 289-304 (2003).

13

Recognising equivalent algebraic expressions: An important component of algebraic expectation for working with CAS. (English)

Pateman, Neil A. et al., Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education held jointly with the 25th Conference of PME-NA. Vol. 4. ,. 15-22 (2003).

14

Communication of mathematical thinking in examinations: Features of CAS and non-CAS student written records for a common year 12 examination question. (English)

Int. J. Comput. Algebra Math. Educ. 10, No. 3, 183-194 (2003).

15

New literacies for mathematics: a new view of solving equations. (English)

Math. Educ. 6, No. 1, 55-62 (2001).

16

Assessing algebraic expectation. (English)

Bobis, Janette et al., Numeracy and beyond. Vol. 1 and 2. , (ISBN 1-86487-386-8). 66-73 (2001).

17

Projects with a purpose. (English)

Aust. Math. Teach. 53, No. 1, 42-46 (1997).

18

Result **1** to **18** of **18** total