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Employing rapid prototyping design technologies to support contextualized mathematics education. (English)
J. Comput. Math. Sci. Teach. 34, No. 4, 455-483 (2015).
Classification: M82 U72 F92
21
Animated mathematical proofs in elementary education. (English)
Hammond, Tracy (ed.) et al., The impact of pen and touch technology on education. Cham: Springer (ISBN 978-3-319-15593-7/hbk; 978-3-319-15594-4/ebook). Human-Computer Interaction Series, 67-79 (2015).
Classification: U72 E52
22
Supporting special needs students in drawing mathematical representations. (English)
Hammond, Tracy (ed.) et al., The impact of pen and touch technology on education. Cham: Springer (ISBN 978-3-319-15593-7/hbk; 978-3-319-15594-4/ebook). Human-Computer Interaction Series, 57-66 (2015).
Classification: U72 U73 F32 F33
23
Analyzing trends in pen computing among K‒2 students through Flashcards application. (English)
Hammond, Tracy (ed.) et al., The impact of pen and touch technology on education. Cham: Springer (ISBN 978-3-319-15593-7/hbk; 978-3-319-15594-4/ebook). Human-Computer Interaction Series, 259-265 (2015).
Classification: U71 U72 U51 U52 F31 F32
24
The influences of an interactive group-based videogame: cognitive styles vs. prior ability. (English)
Comput. Educ. (Exeter) 88, 399-407 (2015).
Classification: U72 C32 C42 C22 F32
25
Creative digital mathematics: ICT and creativity in the mathematics classroom. (English)
Prim. Math. 19, No. 1, 29-32 (2015).
Classification: U72 U52 D42
26
Automatizing at the computer. What can educational software provide? (Automatisieren am Computer. Was kann Lernsoftware leisten?) (German)
Math. Differ. 6, No. 3, 11-13 (2015).
Classification: U72 F32
27
Mental arithmetic? Yes, please! Why mental arithmetic does not become less important in the age of computer and smartphone. (Kopfrechnen? Ja, bitte! Warum Kopfrechnen auch im Zeitalter von Computer und Smartphone nicht an Bedeutung verliert.) (German)
Math. Differ. 6, No. 3, 4-6 (2015).
Classification: F32 U72 D42 C32 D32 D72
28
Researching with the calculator. Investigating numbers and their connections on a symbolic level. (Forschen mit dem Taschenrechner. Zahlen und ihre Beziehungen auf der symbolischen Ebene untersuchen.) (German)
Grundsch. Math. 44, 32-35 (2015).
Classification: U72 F32 D32
29
Effective student learning of fractions with an interactive simulation. (English)
J. Comput. Math. Sci. Teach. 34, No. 3, 273-298 (2015).
Classification: F42 U72 C22
30
Interactive elements for the development of combinatorial thinking at primary school. (Interaktívne prvky pre rozvoj kombinatorického myslenia na prvom stupni ZŠ.) (Slovak. English summary)
Stud. Sci. Fac. Paedagog. 14, No. 2, 190-194 (2015).
Classification: U72 C32 K22
31
Mathematics teachers in an interactive environment (a case study). (Učiteľ matematiky v interaktívnom prostredí (prípadová štúdia).) (Slovak. English summary)
Stud. Sci. Fac. Paedagog. 14, No. 2, 145-149 (2015).
Classification: U72
32
Young children reasoning about symmetry in a dynamic geometry environment. (English)
ZDM, Math. Educ. 47, No. 3, 421-434 (2015).
Classification: G42 U72
33
Two aspects of young children’s thinking about different types of dynamic triangles: prototypicality and inclusion. (English)
ZDM, Math. Educ. 47, No. 3, 407-420 (2015).
Classification: G42 G22 U72
34
Articulation of spatial and geometrical knowledge in problem solving with technology at primary school. (English)
ZDM, Math. Educ. 47, No. 3, 435-449 (2015).
Classification: G22 D52 U72
35
Young children’s learning performance and efficiency when using virtual manipulative mathematics iPad apps. (English)
J. Comput. Math. Sci. Teach. 34, No. 1, 41-69 (2015).
Classification: U51 U52 U71 U72 C31 C32
36
Effects of playing mathematics computer games on primary school students’ multiplicative reasoning ability. (English)
Contemp. Educ. Psychol. 40, 55-71 (2015).
Classification: U72 F32 C32
37
A comparative analysis of interactive arithmetic learning in the classroom and computer lab. (English)
Comput. Hum. Behav. 43, 183-188 (2015).
Classification: U52 U72 F32 D42
38
An analytical framework for categorizing the use of CAS symbolic manipulation in textbooks. (English)
Educ. Stud. Math. 88, No. 2, 239-258 (2015).
Classification: U23 U24 U72 U73
39
ICT: the changing landscape. (English)
Aust. Prim. Math. Classr. 19, No. 2, 23-27 (2014).
Classification: U72 D42
40

Result 21 to 40 of 523 total

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