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作者:Sylvia Victor Ovat , Anne Ndidi Meremikwu , Oko Ngaji Opie
来源:[J].The International Journal of Science, Mathematics and Technology Learning, 2014, Vol.22 (1), pp.1-9CGRN
摘要:The study was designed to assess the influence of some selected school variables on students’ mathematics performance among Junior Secondary School three (JSS3) students in Cross River State, Nigeria. The school variables considered were school proprietorship, school model (...
作者:Angelique Dimitracopoulou , George Kritikos
来源:[J].The International Journal of Science, Mathematics and Technology Learning, 2014, Vol.20 (4), pp.39-50CGRN
摘要:There are two types of reflection based on what the learner reflects on: self-reflection and comparative reflection. In self-reflection, the learner reflects on her/his own actions, while in comparative reflection the learner reflects on others’ actions. We propose an altern...
作者:Heli Irmeli Koskinen
来源:[J].The International Journal of Science, Mathematics and Technology Learning, 2014, Vol.20 (1), pp.51-59CGRN
摘要:Since the transition from mechanistic input-output learning model typical for behaviorism to cognitive information processing theory, and the constructivist revolution there has been a belief of one educational theory suitable for all disciplines and learning situations. Constru...
作者:Yolanda Colom , Núria Rosich
来源:[J].The International Journal of Science, Mathematics and Technology Learning, 2014, Vol.20 (4), pp.1-12CGRN
摘要:This paper presents and validates through a qualitative study a typology of strategic uses and potential benefits associated with TIC, understood as a platform for solving and learning of mathematics. The study seeks to identify the differences and difficulties among students wit...
作者:Wynand van der Merwe
来源:[J].The International Journal of Science, Mathematics and Technology Learning, 2014, Vol.20 (4), pp.13-38CGRN
摘要:Research shows that teachers interact with curriculum material in a dynamic and constructive way, instead of applying the material directly from the mathematics curriculum. Teachers often change the stipulations in the mathematics curriculum while teaching mathematics in the cl...
作者:Selen Dagdelen Iskar , Mustafa Çakır
来源:[J].The International Journal of Science, Mathematics and Technology Learning, 2015, Vol.21 (2), pp.1-9CGRN
摘要:The purpose of this study was to investigate associations between students’ perceptions of their biology classroom learning environment, teachers’ interpersonal behaviors, students’ academic achievement, and their attitudes towards biology. The Turkish versions of the Ques...
作者:Reesa Sorin , Carol Ann Stannard , Iain Gordon
来源:[J].The International Journal of Science, Mathematics and Technology Learning, 2015, Vol.22 (2), pp.11-34CGRN
摘要:... Gordon (2010) and Sorin (2012) and their studies on how arts-based learning - the exchange of postcards - can enhance understanding of students’ perceptions of local and global environments and sustainability. Study groups from these earlier projects were early primary ...
作者:Patcharee Rompayom
来源:[J].The International Journal of Science, Mathematics and Technology Learning, 2014, Vol.20 (1), pp.29-40CGRN
摘要:... Furthermore, the results of the study strongly confirmed incorporating the elicitation strategy with the instructional process improved students’ learning in science classrooms.
作者:Maria Luisa Garcia Valverde , Antonio López Carmona
来源:[J].The International Journal of Science, Mathematics and Technology Learning, 2015, Vol.22 (3), pp.31-42CGRN
摘要:... Among these is“based problem learning” (BPL), which involves active students’ involvement in their education, improves their academic performance, and combines the use of both traditional and electronic search tools to deepen other academic disciplines to ensure tran...
作者:Nicole Mailloux , Danielle Boyer , Jean-Claude Boyer
来源:[J].The International Journal of Science, Mathematics and Technology Learning, 2014, Vol.20 (1), pp.17-28CGRN
摘要:Many studies have shown the inherent value of student teachers refashioning their personal beliefs about mathematics education before embarking on their own journey as maths teachers. Their scholastic experience often adversely influences their notion of mathematics education...

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