Result **1** to **20** of **134** total

Factors contributing to student engagement in an instructional Facebook group for undergraduate mathematics. (English)

J. Comput. Math. Sci. Teach. 35, No. 3, 249-268 (2016).

1

The incoming statistical knowledge of undergraduate majors in a department of mathematics and statistics. (English)

Int. J. Math. Educ. Sci. Technol. 47, No. 2, 167-184 (2016).

2

Development and application of a Chinese version of the short attitudes toward mathematics inventory. (English)

Int. J. Sci. Math. Educ. 14, No. 1, 193-216 (2016).

3

Is small, small enough? Students’ understanding the need for the definition of the derivative as a limit. (English)

Int. J. Technol. Math. Educ. 22, No. 1, 31-41 (2015).

4

Situating student errors: linguistic-to-algebra translation errors. (English)

Int. J. Math. Teach. Learn. 2015, 29 p., electronic only (2015).

5

A marriage of continuance: professional development for mathematics lecturers. (English)

Math. Educ. Res. J. 27, No. 2, 147-164 (2015).

6

An activity to encourage writing in mathematics. (English. French summary)

Can. J. Sci. Math. Technol. Educ. 14, No. 4, 371-387 (2014).

7

Qualified, but not choosing STEM at university: unconscious influences on choice of study. (English. French summary)

Can. J. Sci. Math. Technol. Educ. 14, No. 4, 330-345 (2014).

8

Exploiting lexical ambiguity to help students understand the meaning of random. (English)

Stat. Educ. Res. J. 13, No. 1, 9-24, electronic only (2014).

9

Common errors and misconceptions in mathematical proving by education undergraduates. (English)

Issues Undergrad. Math. Prep. Sch. Teach., J. 1, Content Knowledge, 8 p., electronic only (2014).

10

Quantitative reasoning and the sine function: the case of Zac. (English)

J. Res. Math. Educ. 45, No. 1, 102-138 (2014).

11

Self-explanation training improves proof comprehension. (English)

J. Res. Math. Educ. 45, No. 1, 62-101 (2014).

12

Benefits for women and men of inquiry-based learning in college mathematics: a multi-institution study. (English)

J. Res. Math. Educ. 45, No. 4, 406-418 (2014).

13

How undergraduate students make sense out of graphs: the case of periodic motions. (English)

Nicol, Cynthia (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. 5. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-365-4/v.5). 273-280 (2014).

14

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).

15

Activities that mathematics majors use to bridge the gap between informal arguments and proofs. (English)

Nicol, Cynthia (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. 5. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-365-4/v.5). 417-424 (2014).

16

Argumentation in undergraduate math courses: a study on problem solving. (English)

Nicol, Cynthia (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. 5. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-365-4/v.5). 305-312 (2014).

17

How a professor uses diagrams in a mathematics lecture and how students understand them. (English)

Liljedahl, Peter (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. 4. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-364-7/v.4). 113-120 (2014).

18

Why lectures in advanced mathematics often fail. (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). 129-136 (2014).

19

The evolution of an undergraduate actuarial mathematics program. (English)

PRIMUS, Probl. Resour. Issues Math. Undergrad. Stud. 24, No. 9-10, 840-846 (2014).

20

Result **1** to **20** of **134** total