You are here:

International Journal of Education in Mathematics, Science and Technology

July 2015 Volume 3, Number 3

Search this issue

Table of Contents

Number of articles: 6

  1. Self-Explanation and Explanatory Feedback in Games: Individual Differences, Gameplay, and Learning

    Stephen S. Killingsworth, Douglas B. Clark & Deanne M. Adams

    Previous research has demonstrated the efficacy of two explanation-based approaches for increasing learning in educational games. The first involves asking students to explain their answers (self... More

    pp. 162-186

    View Abstract
  2. The Social Outcomes of Learning Mathematics: Standard, Unintended or Visionary?

    Paul Ernest

    Mathematics is a fundamental part of human knowledge and one of the central planks of the modern technological revolution. But in our enthusiasm to promote its benefits too rarely do we stop to... More

    pp. 187-192

    View Abstract
  3. "True to Myself": Transforming Secondary Mathematics Teachers' Beliefs and Practices

    Lorraine M. Baron

    Given the minimal impact in the classroom from the implementation of reform movements internationally, the question remains how researchers and teacher educators can address the learning needs of... More

    pp. 193-218

    View Abstract
  4. Where Cultural Games Count: The Voices of Primary Classroom Teachers

    Michael Johnson Nabie

    This study explored Ghanaian primary school teachers' values and challenges of integrating cultural games in teaching mathematics. Using an In-depth conversational interview, ten (10) certificated ... More

    pp. 219-229

    View Abstract
  5. Exploring Foundation Concepts in Introductory Statistics Using Dynamic Data Points

    George Ekol

    This paper analyses introductory statistics students' verbal and gestural expressions as they interacted with a dynamic sketch (DS) designed using "Sketchpad" software. The DS involved... More

    pp. 230-241

    View Abstract
  6. Using Classroom Scenarios to Reveal Mathematics Teachers' Understanding of Sociomathematical Norms

    Ismail Ozgur Zembat & Seyit Ali Yasa

    The purpose of this study was to uncover the degree to which in-service teachers understand sociomathematical norms and the nature of that understanding without having to enter and observe their... More

    pp. 242-261

    View Abstract