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Now showing items 11-17 of 17
Some aspects of visualizing geometric knowledge: Possibilities, findings, further research
(Singapore : World Scientific, 2004)
Having underlined a rationale for visualizing the knowledge of geometry, the paper
describes two tools whereby computer-assisted visualization can be realized. It
then summarizes research findings regarding the use of ...
Procedural and conceptual mathematical knowledge: Comparing mathematically talented with other students
(Athens, Greece : V-publications, 2003)
Which kind of creativity may be attained by most students?
(Rousse, Bulgaria : University of Rousse, 2008)
Most students may creatively develop only solutions to given problems,
which should be achieved in the long run by utilizing suitable
teaching/learning approaches that promote thinking skills related to
creativity with ...
Simple spreadsheet modeling by first-year business undergraduate students: Difficulties in the transition from real world problem statement to mathematical model
(Roskilde University, Denmark: Department of Science, Systems and Models, 2009)
The study used a sample of first-year business undergraduate students
who developed simple (deterministic & non-optimization) models with
Microsoft Excel. The students were required to choose business of their choice
and ...
Can procedural and conceptual mathematical knowledge be linked through computer assisted learning?
(Hagenberg, Austria : Bk teachware, 2000)
Despite its high educational relevance, just a few CAL studies have examined
secondarily whether their computer-based treatments related procedural and conceptual
mathematical knowledge. This study summarizes their ...
Linking arithmetic to algebra
(University of Melbourne : Department of Science and Mathematics Education, 2001)
Ninth-grade students' mathematical-self concept: an international study
(Athens, Nicosia : Hellenic Mathematical Society, & Cyprus Mathematical Society, 2003)
An international study of 682 ninth-grade students from Finland, Poland,
Yugoslavia and Israel confirmed that, despite diversity, affective variables
regarding mathematics and its learning converge to an underlying ...