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Result 1 to 14 of 14 total

Why does linear algebra have to be so abstract? (English)
Stewart, Sepideh (ed.), And the rest is just algebra. Cham: Springer (ISBN 978-3-319-45052-0/hbk; 978-3-319-45053-7/ebook). 205-217 (2017).
Classification: H60
1
Developing conceptual understanding and definitional clarity in linear algebra through the three worlds of mathematical thinking. (English)
Teach. Math. Appl. 35, No. 4, 216-235 (2016).
Classification: H65 C35 E45
2
Teaching linear algebra in the embodied, symbolic and formal worlds of mathematical thinking: is there a preferred order? (English)
Oesterle, Susan (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education “Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol. 3. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-363-0/v.3). 241-248 (2014).
Classification: H65 C35 E45
3
Does computer-aided formative assessment improve learning outcomes? (English)
Int. J. Math. Educ. Sci. Technol. 45, No. 2, 269-281 (2014).
Classification: D65 U55
4
Conflicting goals and decision making: the deliberations of a new lecturer. (English)
Lindmeier, Anke M. (ed.) et al., Proceedings of the 37th conference of the International Group for the Psychology of Mathematics Education “Mathematics learning across the life span", PME 37, Kiel, Germany, July 28‒August 2, 2013. Vol. 2. Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 978-3-89088-288-8). 425-432 (2013).
Classification: C39 C29
5
Emphasizing language and visualization in teaching linear algebra. (English)
Int. J. Math. Educ. Sci. Technol. 44, No. 4, 475-489 (2013).
Classification: H65 C55 E45 D45
6
Conventions for recreational problems in Fibonacci’s {\it Liber abbaci}. (English)
Arch. Hist. Exact Sci. 65, No. 2, 155-180 (2011).
Classification: A30 A20 Reviewer: Albert C. Lewis (Austin)
7
Analysing lecturer practice: the role of orientations and goals. (English)
Int. J. Math. Educ. Sci. Technol. 42, No. 7, 975-984 (2011).
Classification: D45 D35 B55 C75 H65
8
Group by subject or by ability? Tertiary mathematics for engineering students. (English)
Int. J. Math. Educ. Sci. Technol. 42, No. 7, 857-865 (2011).
Classification: D45
9
Meeting the needs of our best and brightest: curriculum acceleration in tertiary mathematics. (English)
Int. J. Math. Educ. Sci. Technol. 42, No. 3, 299-312 (2011).
Classification: C94 C95 D44 D45 D24 D25
10
Towards student instrumentation of computer-based algebra systems in university courses. (English)
Int. J. Math. Educ. Sci. Technol. 36, No. 7, 741-749 (2005).
Classification: U75 R25 C25
11
Using connected curriculum project modules in a differential equations course. (English)
J. Online Math. Appl. 2, 15 p. (2002).
Classification: I75
12
Student use of the graphics calculator: Tool or crutch? (English)
International conference on the teaching of mathematics. Wiley, New York, NY. 134-136 (1998).
Classification: I25
13
A context for introducing vector spaces. (English)
Int. J. Math. Educ. Sci. Technol. 28, No. 6, 893-902 (1997).
Classification: H65
14
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