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Result 1 to 20 of 53 total

Threshold concepts in finance: student perspectives. (English)
Int. J. Math. Educ. Sci. Technol. 46, No. 7, 1004-1020 (2015).
Classification: M35 D35
1
Threshold concepts in finance: conceptualizing the curriculum. (English)
Int. J. Math. Educ. Sci. Technol. 46, No. 6, 824-840 (2015).
Classification: M35
2
The role of universities in preparing graduates to use software in the financial services workplace. (English)
Int. J. Math. Educ. Sci. Technol. 45, No. 2, 200-213 (2014).
Classification: U75 M35 D35
3
Perceptions of the software skills of graduates by employers in the financial services industry. (English)
Int. J. Math. Educ. Sci. Technol. 44, No. 8, 1224-1238 (2013).
Classification: C45 Q25 P35 M35 Q55
4
Academics’ perceptions of the use and relevance of software in quantitative and financial disciplines. (English)
Int. J. Math. Educ. Sci. Technol. 44, No. 2, 214-231 (2013).
Classification: M35 U55 U75
5
Growth and new directions? Research in tertiary mathematical science education. (English)
Perry, Bob (ed.) et al., Research in mathematics education in Australasia 2008‒2011. Rotterdam: Sense Publishers (ISBN 978-94-6091-968-8/pbk; 978-94-6091-969-5/hbk; 978-94-6091-970-1/ebook). 245-265 (2012).
Classification: D20 K15 D35
6
Becoming a mathematician. An international perspective. (English)
Mathematics Education Library 56. Berlin: Springer (ISBN 978-94-007-2983-4/hbk; 978-94-007-2984-1/ebook). viii, 188~p. (2012).
Classification: C70 D40 Reviewer: Steven C. Althoen (Holly)
7
Practice and conceptions: communicating mathematics in the workplace. (English)
Educ. Stud. Math. 79, No. 1, 109-125 (2012).
Classification: C55 C58
8
University students’ views of the role of mathematics in their future. (English)
Int. J. Sci. Math. Educ. 10, No. 1, 99-119 (2012).
Classification: C25 A45
9
Professional development for teaching in higher education. (English)
Int. J. Math. Educ. Sci. Technol. 42, No. 7, 997-1009 (2011).
Classification: B55 D45 D35
10
Is there "life" after "modelling"? Student conceptions of mathematics. (English)
Math. Educ. Res. J. 22, No. 2, 69-80 (2010).
Classification: M15 C25
11
Graduate capabilities: putting mathematics into context. (English)
Int. J. Math. Educ. Sci. Technol. 41, No. 2, 189-198 (2010).
Classification: B40 D35 D45
12
Peer tutoring in mathematics for university students. (English)
Math. Comput. Educ. 43, No. 1, 18-28 (2009).
Classification: D45 C75
13
Mathematical sciences in Australia. (English)
Int. J. Math. Educ. Sci. Technol. 40, No. 1, 17-26 (2009).
Classification: B40 B50 A40
14
University learners of mathematics. (English)
Forgasz, Helen (ed.) et al., Research in mathematics education in Australasia 2004‒2007. Rotterdam: Sense Publishers (ISBN 978-90-8790-500-2; 978-90-8790-499-9/pbk; 978-90-8790-501-9/ebook). New Directions in Mathematics and Science Education 12, 73-97 (2008).
Classification: C75 C35 D65
15
Different disciplines, different transitions. (English)
Math. Educ. Res. J. 20, No. 2, 117-134 (2008).
Classification: D35
16
Undergraduate students’ conceptions of mathematics: an international study. (English)
Int. J. Sci. Math. Educ. 5, No. 3, 439-459 (2007).
Classification: C25 C35 A45 B40
17
Graduate attributes: Teaching as learning. (English)
Int. J. Math. Educ. Sci. Technol. 38, No. 6, 715-727 (2007).
Classification: D35 B47 C50 C75
18
Can you show you are a good lecturer? (English)
Int. J. Math. Educ. Sci. Technol. 38, No. 7, 939-947 (2007).
Classification: C75 D69 B40
19
Learning in lectures: multiple representations. (English)
Int. J. Math. Educ. Sci. Technol. 38, No. 7, 907-915 (2007).
Classification: C75 C35 U75 U85
20
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Result 1 to 20 of 53 total

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