International journal of mathematical education in science and technology

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  Año 2017, Vol. 48, Número 4

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    Implementing a flipped classroom approach in a university numerical methods mathematics course

    Barbara M. Johnston

    • Resumen

    págs. 485-498

    
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    Undergraduate students’ initial conceptions of factorials

    Elise Lockwood, Sara C. Erickson

    • Resumen

    págs. 499-519

    
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    Student teachers’ concept definitions of area and their understanding about two-dimensionality of area

    Timo Tossavainen, Hannele Suomalainen, Tomi Mäkäläinen

    • Resumen

    págs. 520-532

    
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    Exploring high-achieving sixth grade students’ erroneous answers and misconceptions on the angle concept

    Suphi Önder Bütüner, Mehmet Filiz

    • Resumen

    págs. 533-554

    
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    How young students communicate their mathematical problem solving in writing

    Anna Teledahl

    • Resumen

    págs. 555-572

    
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    The notion of motion: covariational reasoning and the limit concept

    Courtney Nagle, Tyler Tracy, Gregory Adams, Daniel Scutella

    • Resumen

    págs. 573-586

    
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    The role of informal learning spaces in enhancing student engagement with mathematical sciences

    Jeff Waldock, Peter Rowlett, Claire Cornock, Mike Robinson, Hannah Bartholomew

    • Resumen

    págs. 587-602

    
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    On teaching extrema triangle problems using dynamic investigation

    Victor Oxman, Moshe Stupel, Ruti Sega

    • Resumen

    págs. 603-616

    
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    Exploration of parametric integrals related to a question of soil mechanics

    Thierry Dana-Picard, David Zeitoun

    • Resumen

    págs. 617-630

    
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    On exact and inexact differentials and applications

    L. A. B. Cortez, E. Capelas de Oliveira

    • Resumen

    págs. 630-641

    
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    Students as toolmakers: refining the results in the accuracy and precision of a trigonometric activity

    D. P. Igoe, A. V. Parisi, S. Wagner

    • Resumen

    págs. 641-645